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Australian Journal of Teacher Education

Australian Journal of Teacher Education

Keywords

AI, Artificial Intelligence, GenAI, Generative AI, Initial Teacher education, ITE, Polychronic methodology, polyphonic methodology, Pre-service teacher education, PST, Teacher education

Abstract

This paper examines the impact of Generative AI (GenAI) on pre-service teachers (PSTs) and its future role in Initial Teacher Education (ITE) courses. Drawing from a polychronic and polyphonic research methodology (Jandric et al., 2019; Matusov et al., 2019), the six participants, experienced Initial Teacher Educators, identify the opportunities GenAI offers for enhancing teaching, streamlining administration, and providing personalized learning. They also articulate the challenges GenAI presents: bias, ethical and authenticity issues and copyright. The Teacher Educators agree that PSTs must become technically proficient and critically discerning towards GenAI content, and they highlight the need for personalized and context-specific assessment methods. The participants also see addressing inclusivity and equity as crucial, ensuring GenAI tools are accessible to all students, including those in rural, remote, and First Nations communities in Australia. These reflections are aligned to the ‘Australian Framework for Generative Artificial Intelligence in Schools’ six principles: Teaching and Learning, Human and Social Wellbeing, Transparency, Fairness, Accountability, and Privacy, Security, and Safety.  Drawing on this small, policy-relevant study, they conclude that ITE programs must be dynamic and adapt to the introduction of GenAI tools to prepare PSTs in their future classrooms, ensuring the PSTs can harness the potential of GenAI thoughtfully, ethically, and in ways that benefit themselves and their students.

Was this research funded?

No, research was not funded

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Submission Location

 
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Link to publisher version (DOI)

10.14221/1835-517X.6707