A Systematic Review of Generative Artificial Intelligence (GenAI) in Preservice Teacher Education

• In Event: AERA Research in Progress Roundtable Session Five
  In Invited Roundtable: Research-in-Progress RT020 (Sunday)

Abstract

This systematic review synthesizes 32 empirical studies on Generative AI (GenAI) in preservice teacher (PST) education. Using the I-TPACK framework and "three ways of learning," it analyzes study characteristics, knowledge foci, preparation strategies, and GenAI roles. Findings show a rapid increase in publications, a focus on pedagogical knowledge (GenAI-PK), and prevalent strategies like hands-on exploration. GenAI primarily acts as a tutor, design assistant, and co-creator, currently supporting knowledge acquisition but showing strong potential for participation and knowledge creation. The review proposes "GenAI-specific" knowledge domains and positions GenAI as a pedagogical partner, offering insights for effective PST preparation.

Authors

• Wenjiao Wang, The Chinese University of Hong Kong

• Morris Siu-Yung Jong, Chinese University of Hong Kong

• Ching Sing Chai, Chinese University of Hong Kong