Beyond Acceptance: How Early Childhood Preservice Teachers Critically Engage with GenAI Feedback in Lesson Planning

Résumé fourni par la source

Generative artificial intelligence (GenAI) is being investigated as a pedagogical tool in early childhood education, particularly for lesson planning and professional learning. This study examined preservice teachers’ reflections on GenAI-generated feedback during sustainability focused lesson planning. Fifty preservice teachers were involved in developing two lesson plans, receiving GenAI feedback, and revising their plans. Data collection included written reflections about two lesson plans. During the study, preservice teachers worked in 25 pairs, producing 25 lesson plans in each cycle. In total, the study analyzed 50 pair-authored reflections. These reflections were analyzed qualitatively to identify responses to GenAI feedback. Findings revealed that while GenAI feedback encouraged preservice teachers to reconsider lesson content and teaching strategies, they seldom accepted GenAI recommendations outright. Instead, they critically evaluated feedback, often modifying or discarding suggestions that did not align with developmental appropriateness or classroom realities. The study illustrates the value of GenAI engagement in supporting reflective decision-making among preservice teachers. It also underscores the importance of preparing future educators to leverage GenAI as a complement to professional reasoning, fostering critical thinking and contextual instructional design rather than replacing it.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.