Leveraging Generative Artificial Intelligence for Literacy Instruction with Aspiring Teachers

Abstract

This mixed-methods exploratory study investigates the impact of generative AI-assisted lesson planning on aspiring teachers' literacy pedagogical and content knowledge. Grounded in cognitive constructivism and situated learning theory, it examines pre/post assessments, instructional artifacts, and focus group interviews. Findings suggest AI enhances lesson structuring but requires pedagogical adaptation. Teacher candidates initially viewed AI skeptically but later recognized its efficiency benefits. This study informs AI integration in literacy instruction, bridging technological divides and fostering informed pedagogical practices.

Authors

• Brian Flores, Salisbury University

• Laurie Henry, Salisbury University

• Hailey S Ader, Salisbury University