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Perspectives of Pre-Service Teachers on Artificial Intelligence Usage in Education

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Title: Perspectives of Pre-Service Teachers on Artificial Intelligence Usage in Education
Language: English
Authors: Kristin Cook, Jordyn Gerdes, Kevin Thomas
Source: AILACTE Journal. 2025 22:1-21.
Availability: Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Preservice Teachers, Feedback (Response), Artificial Intelligence, Schools of Education, Education Majors, Undergraduate Students, Student Attitudes, Technology Uses in Education, Teaching Methods, Field Experience Programs, Elementary Secondary Education, College Faculty, Preservice Teacher Education, Educational Policy, Teacher Student Relationship, Universities
ISSN: 1945-9009
2837-1119
Abstract: The purpose of this study is to highlight pre-service teacher student feedback on AI to help inform programs, policies, and coursework within the School of Education. An undergraduate student advisory board designed and conducted a survey collecting Education majors' perspectives on the usage of AI in both university courses and in the K-12 field experiences, as well as their needs and recommendations for how college faculty should support pre-service teachers with AI understanding and skills for their future career. Results indicated that both K-12 teachers and university faculty used AI for a variety of educational reasons and allowed some usage of AI by students related to initial brainstorming and drafting but not to create final products. AI usage across K-12 and university settings exhibited unclear expectations and inconsistent enforcement, though some educators were taking a proactive approach by teaching ethical AI usage and critical thinking skills as they explored AI tools alongside their students. There was a clear distinction for the need for policies that reflect the use of AI in professional practice and an explicit request for specific parameters that also acknowledge the realistic usage of AI technologies both from a student and educator perspective. Results from this study can help inform educator usage and policies regarding AI in their K-12 or university settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492994
Database: ERIC
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  Data: Perspectives of Pre-Service Teachers on Artificial Intelligence Usage in Education
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  Data: <searchLink fieldCode="SO" term="%22AILACTE+Journal%22"><i>AILACTE Journal</i></searchLink>. 2025 22:1-21.
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  Data: Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
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  Data: The purpose of this study is to highlight pre-service teacher student feedback on AI to help inform programs, policies, and coursework within the School of Education. An undergraduate student advisory board designed and conducted a survey collecting Education majors' perspectives on the usage of AI in both university courses and in the K-12 field experiences, as well as their needs and recommendations for how college faculty should support pre-service teachers with AI understanding and skills for their future career. Results indicated that both K-12 teachers and university faculty used AI for a variety of educational reasons and allowed some usage of AI by students related to initial brainstorming and drafting but not to create final products. AI usage across K-12 and university settings exhibited unclear expectations and inconsistent enforcement, though some educators were taking a proactive approach by teaching ethical AI usage and critical thinking skills as they explored AI tools alongside their students. There was a clear distinction for the need for policies that reflect the use of AI in professional practice and an explicit request for specific parameters that also acknowledge the realistic usage of AI technologies both from a student and educator perspective. Results from this study can help inform educator usage and policies regarding AI in their K-12 or university settings.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 1
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Schools of Education
        Type: general
      – SubjectFull: Education Majors
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Field Experience Programs
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Universities
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      – TitleFull: Perspectives of Pre-Service Teachers on Artificial Intelligence Usage in Education
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