Artificial intelligence in action

Abstract

This exploratory embedded mixed methods study examined preservice teachers’ beliefs about artificial intelligence (AI) and their perceived competence in using it for instructional planning. Ten education majors participated in structured activities involving AI platform selection, prompt development, and evaluation of AI-generated lesson plans. Quantitative data from the Teacher Artificial Intelligence Competence Self-Efficacy (TAICS) Scale showed moderate-to-high confidence across most competencies, with lower self-efficacy in AI assessment. Qualitative findings revealed preservice teachers viewed AI as helpful for generating ideas and increasing efficiency, but expressed concerns about accuracy, ethics, and limited personalization. The study introduces an emergent framework, the Triad of AI Literacy Demands for Preservice Teachers, and underscores the importance of integrating critical AI instruction in teacher preparation programs.