This study explored how preservice teachers evaluated peer and ChatGPT-generated feedback for Question-Answer Relationship questions written for a picture book read-aloud. Grounded in Vygotskian theory and reciprocal teaching, the learning event was scaffolded so PSTs wrote questions, engaged in dialogic feedback with a peer, and were then guided to prompt ChatGPT for feedback for their questions. Results indicated that while PSTs valued social interaction and collaboration with peers, they appreciated the potential advantages of using AI to complement feedback because it was faster, descriptive and depersonalized. Researchers highlight the importance of approaching GenAI as a dialogic partner—one that requires thoughtful prompting, ongoing refinement, and critical engagement.

Grounded in qualitative data from 30 elementary teacher candidates (ETCs) in the Midwestern U.S., this case study examines ETCs’ readiness for AI-enhanced classrooms and finds that ETCs hold moderate to low confidence in teaching biology, yet express a desire to teach it more engaging for young learners. Although many ETCs had negative or vague prior perceptions of Artificial Intelligence in education (AIEd), guided classroom experiences helped them recognize its potential and limitations. Despite this growth, ETCs continued to demonstrate gaps in AI ethics and technical understanding. The study identifies ETCs’ competencies at an early developmental stage, recommends increased exposure to authentic AIEd applications, scaffolded instruction on AI foundations and ethics, and participation in professional learning communities. These insights contribute to how ETCs conceptualize and adapt to emerging technologies, offering implications for curriculum design and policy development in teacher education.

This study examines high school teachers’ attitudes toward and use of generative artificial intelligence (GAI) in Israel, comparing personal professional use with classroom integration involving students. Using a quantitative online survey of 102 teachers, the study measured GAI adoption and its predictors: attitudes, perceived usefulness, perceived behavioral control, and innovativeness. Findings show moderate personal use of GAI, primarily for lesson planning, but significantly lower classroom use. Personal use was predicted by attitudes, perceived usefulness, and perceived behavioral control, while classroom use was predicted solely by perceived behavioral control. These results suggest teachers are in an exploratory phase, cautiously integrating GAI into teaching. Professional development targeting teacher confidence is recommended to bridge the gap between personal and classroom use.

This study investigates how different training approaches prepare preservice teachers (PSTs) for generative AI (GenAI) use in lesson planning. Thirty-three PSTs were assigned to either an AI mindset with tools training group or a tools-only group. Using process mining of GenAI interaction events, we identified two distinct usage patterns: Reflective Iterative (mindset group) and Linear Extraction (tools-only group). The mindset group exhibited more cycles of prompting, reviewing, and refining GenAI outputs, aligned with shared regulation and pedagogical reasoning. Their lesson plans scored significantly higher on a TPACK-informed rubric. These findings highlight that effective GenAI integration in education requires not just technical training but also the cultivation of critical, reflective engagement with GenAI. The study contributes to teacher education by demonstrating the impact of mindset-oriented training on GenAI-supported instructional design and provides empirical support for the Human-AI Shared Regulation of Learning (HASRL) framework.

This study examined the use of podcasts as a learning tool for teacher education students, focusing on their learning experience and the contribution of podcast creation to the development of critical thinking and social-emotional learning (SEL). This qualitative phenomenological research analyzed reflections from 46 students across several courses. Findings suggest that podcast production contributes to a sense of self-efficacy, self-awareness, social involvement, and enhanced critical thinking. The reflective process revealed deeper aspects of learning, including decision-making and coping with challenges. The study highlights the importance of integrating digital tools in teacher training and the potential of podcasts as an effective pedagogical tool.

In this critical collaborative self-study, three Korean multilingual teacher educators reflect on their engagement with ISTE’s 8-week professional development. Guided by reflective practice and teacher agency frameworks, this study poses the following questions: (1) How do teacher educators perceive the efficacy of AI tools in preparing preservice teachers? and (2) What challenges and disparities emerge in the creation and use of AI-generated multilingual resources? Thematic analysis of multimodal and written reflections demonstrates that while AI offers efficiency and creative potential, its effective use requires strong AI literacy and consciousness to avoid biases and foster culturally responsive, equitable teaching practices. The study highlights the need for preservice teachers to engage with AI through ­critical reflection and proactive teacher agency.

This study explores how preservice teachers (PTs) use digital media platforms to access foundational reading instruction resources. Through qualitative analysis of 185 media artifacts and 70 individual reflections, findings reveal PTs favor TikTok and YouTube for engaging, accessible content, primarily created by current educators and entrepreneurs. The study highlights the intersection of informal learning and digital literacy practices, emphasizing the need for teacher educators to guide PTs in critically evaluating and leveraging digital media for literacy instruction.

Scholarship on digital game-based learning (DGBL) demonstrates that digital games can facilitate substantial student learning across disciplines. Teachers’ perceptions impact classroom integration of technology and understanding their views on DGBL can help teacher educators and researchers identify opportunities for and barriers to classroom integration. Existing scholarship on DGBL has largely focused on the perceptions and experiences of in-service teachers. Limited research has examined the perspectives on preservice elementary teachers. This study investigated the perceptions and ideas of 100 preservice elementary teachers attending a large research university in the Midwestern United States. Participant data included their ideas for integrating DGBL activities into literacy instruction and written reflections on their general thoughts and perceived strengths and concerns of utilizing DGBL in the elementary language arts classroom. Data was qualitatively analyzed and identified themes that demonstrate opportunities, benefits, and challenges of DGBL in elementary literacy. Implications for teachers and teacher education are presented.