Abstract
The increasing presence of Generative AI (GenAI) technologies in educational contexts presents both opportunities and challenges for teacher preparation. This study examines how GenAI tools can be effectively integrated into pre-service teacher (PST) coursework to promote critical engagement, reflective practice, and inclusive pedagogy. The research responds to an urgent need for future educators to navigate AI ethically, creatively, and pedagogically in their instructional decision-making. Situated within a reflective self-study methodology at a large U.S. public university, this qualitative research contributes to the growing field of critical AI literacies in teacher education. Data sources included instructor memos, course artifacts, and PSTs’ written reflections and assignments across multiple semesters. PSTs engaged with GenAI tools such as ChatGPT, MagicSchool, and Google AI Studio to design lessons, adapt instructional materials, and develop strategies for supporting multilingual and diverse learners. Findings suggest that GenAI functioned as a productive “pedagogical thought partner,” enabling efficiency, creativity, and differentiated instruction. However, the tools also required careful scaffolding, critical oversight, and pedagogical modeling to avoid surface-level or inequitable use. Challenges included variable digital literacies among PSTs and the rapidly evolving nature of AI technologies. The study concludes that integrating GenAI effectively into teacher education demands iterative course design, explicit modeling of ethical and inclusive practices, and structured opportunities for critical reflection. A flexible instructional framework is proposed to help future educators cultivate critical AI literacies and engage GenAI as a context-responsive, ethical, and inclusive partner in teaching and learning.
Presenters
Loren JonesAssociate Chair & Associate Clinical Professor, Teaching and Learning, Policy and Leadership, University of Maryland-College of Education, Maryland, United States Shannon Kane
Assistant Clinical Professor, College of Education- Department of Teaching and Learning, Policy and Leadership, University of Maryland, Maryland, United States Maggie Peterson
Associate Clinical Professor, Teaching and Learning, Policy and Leadership, University of Maryland, Maryland, United States Dean Haynes
Student, Ph.D., University of Maryland, Maryland, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Digital Literacy for Future Readiness
KEYWORDS
Preservice Teacher Education, GenAI, Critical AI Literacies, Digital Pedagogy
