Insights from Pre-service Teachers
Autors
Laura Sara Agrati; Arianna Beri.
Abstract
The paper is part of an international project on AI in teacher education and presents an exploratory phase within a broader critical phenomenological design, also based on interviews and lesson plan analysis. The theoretical framework is grounded in Intelligent-TPACK, integrating ethica dimensions to promote critical awareness of the agency of AI, teachers, and students in instructional design (IN). The study analyzes open-ended responses to an initial questionnaire on AI in lesson plan design, administered to 237 pre-service secondary teachers, along with the lesson plans produced. Textual data were examined through a three-phase coding procedure, while lesson plans underwent recursive document analysis. Results show a positive perception of AI as support for IN (usefulness, speed, creativity), alongside the need for critical and reflective use. Risks also emerge, including dependency, errors, and depersonalization, highlighting the teacher’s active role in adapting to students’ needs.
Keywords
AI; Teacher training; Lesson planning.
Bibliografia
Bloom, J. W., & Volk, T. (2007). The use of metapatterns for research into complex systems of teaching, learning, and schooling. Part II: Applications.
Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in human behavior, 138, 1-12.
Creswell J. W. (2013). Research Design: Qualitative, Quantitative and Mixed Methods Approaches, Thousand Oaks, CA, USA: Sage.
Ferrari, L., & Ellerani, P. (2025). Riconoscere e potenziare le competenze progettuali degli insegnanti attraverso l’integrazione di eco-sistemi di AI generativa. Research Trends in Humanities. Education & Philosophy, 12(1), 10–24. https://doi.org/10.6093/2284-0184/11561
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