Moving Beyond Efficiency: How Teacher Educators Reconsidered Their Beliefs and Practices with Generative AI (Stage 3, 8:59 AM)

• In Event: e-Lightning Ed-Talk Session 1 - Stage 3

Abstract

This self-study examines how three teacher educators—a full-time instructor, an AI researcher, and a research assistant—integrated Generative AI (GenAI) into teacher preparation. Drawing on pedagogical belief frameworks, the study traced a shift from efficiency-driven use to more critical, human-centered practices. Over six months, teaching journals, instructional artifacts, and interviews showed early adoption focused on reducing workload and meeting productivity demands. However, tensions emerged around modeling authentic pedagogy, navigating unclear policies, and questioning AI’s educational value. These challenges disrupted initial beliefs and prompted reflection. Ultimately, the educators moved toward selective GenAI use that emphasized relational pedagogy, contextual sensitivity, and transparency. The study offers insights for fostering critical and responsible AI integration in teacher education programs.

Authors

• Luqing Zang, Slippery Rock University of Pennsylvania

• Jingwen He, University of North Texas

• Yesim Nur Akar Hozman, Michigan State University