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Generative AI as a "placement buddy": Supporting pre-service teachers in work-integrated learning, self-management and crisis resolution.

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Title: Generative AI as a "placement buddy": Supporting pre-service teachers in work-integrated learning, self-management and crisis resolution.
Authors: Barbieri, Walter1, Ngoc Nhu Nguyen (Ruby)2
Source: Australasian Journal of Educational Technology. 2025, Vol. 41 Issue 2, p34-49. 16p.
Subject Terms: *Generative artificial intelligence, *Student teachers, *Experiential learning, *Digital literacy, *Conflict management, *Teacher education, *Educational technology, Self-management (Psychology)
Abstract: This study explored the integration of generative artificial intelligence (GenAI) in supporting pre-service teachers (PSTs) during their work-integrated learning placements, focusing on its role in lesson planning, teaching and WIL crisis resolution. Using the unified theory of acceptance and use of technology framework, the study investigated how AI literacy, self-efficacy and social influences affect PSTs' acceptance and use of GenAI tools. Data collected from surveys and focus-group interviews with 126 PSTs reveals that GenAI enhances PSTs' efficiency, improves stress management and provides timely support in managing professional relationships. Results highlight differences in perceptions of GenAI across demographic groups, teaching subjects and school contexts. The findings emphasise raising awareness of GenAI's potential in supporting PSTs, as well as the need for discipline-specific AI training in initial teacher education programmes to foster confident, ethical and effective application in placements. Implications for practice or policy: * Initial teacher education programmes should incorporate AI literacy and prompt engineering training, in combination with other educational technology tools and in alignment with specific disciplinary subjects. * Schools and mentor teachers need training and preparation to support PSTs in integrating GenAI into work-integrated learning. * Educational policy should address the disparities in access to GenAI tools, ensuring equitable opportunities for all PSTs. [ABSTRACT FROM AUTHOR]
Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Generative AI as a "placement buddy": Supporting pre-service teachers in work-integrated learning, self-management and crisis resolution.
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  Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2025, Vol. 41 Issue 2, p34-49. 16p.
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  Group: Ab
  Data: This study explored the integration of generative artificial intelligence (GenAI) in supporting pre-service teachers (PSTs) during their work-integrated learning placements, focusing on its role in lesson planning, teaching and WIL crisis resolution. Using the unified theory of acceptance and use of technology framework, the study investigated how AI literacy, self-efficacy and social influences affect PSTs' acceptance and use of GenAI tools. Data collected from surveys and focus-group interviews with 126 PSTs reveals that GenAI enhances PSTs' efficiency, improves stress management and provides timely support in managing professional relationships. Results highlight differences in perceptions of GenAI across demographic groups, teaching subjects and school contexts. The findings emphasise raising awareness of GenAI's potential in supporting PSTs, as well as the need for discipline-specific AI training in initial teacher education programmes to foster confident, ethical and effective application in placements. Implications for practice or policy: * Initial teacher education programmes should incorporate AI literacy and prompt engineering training, in combination with other educational technology tools and in alignment with specific disciplinary subjects. * Schools and mentor teachers need training and preparation to support PSTs in integrating GenAI into work-integrated learning. * Educational policy should address the disparities in access to GenAI tools, ensuring equitable opportunities for all PSTs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Experiential learning
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              Text: 2025
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