Artificial Intelligence In Teacher Education: Investigating Pre-service Teachers' Attitudes, Practices, And Perspectives
Keywords:
Artificial Intelligence, Attitudes and experiences, Pre-service teachers, Teacher educationAbstract
This study investigates pre-service teachers’ experiences, attitudes, and practices regarding Artificial Intelligence (AI) in education, addressing four research questions on their exposure to AI tools, perceptions of integration, current practices, and perceived challenges. A mixed-methods questionnaire was administered to 73 students at the Ecole Normale Supérieure ‘Assia Djebar’, Constantine, combining quantitative analysis of close-ended items with thematic analysis of open-ended responses. Results reveal varied levels of AI experience, with most engagement occurring in academic support rather than teaching contexts. Attitudes towards AI integration were generally positive, though tempered by a significant proportion of neutral and uncertain view. While some participants reported emerging uses – such as lesson preparation and assessment support – others expressed resistance linked to concerns over reliability, ethics, and over-reliance on technology. Key apprehensions included technology dependence, data privacy, and inequitable access. The findings portray a cohort that is open to AI’s potential yet mindful of its challenges, highlighting the need for targeted training, critical engagement, and institutional support to ensure responsible and effective integration of AI in teacher education.
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