Abstract:

This paper investigates the integration of generative AI (GAI) in the professional learning of student teachers, with a focus on its application during practicum experiences and its role in engaging with educational research. Situated within the context of initial teacher education (ITE) in England, this study addresses a significant gap in the literature, which predominantly centres on higher education, by exploring how pre-service teachers utilise GAI both as a teaching resource and as a dialogic "study buddy" for conceptual learning and research-informed development. The research is framed by Winch et al.’s tripartite model of professional knowledge (situational, technicist, and critical-reflective) and dialogic perspectives on AI-supported meaning-making, which guide the exploration of two key questions:
1) How do student teachers integrate GAI into their practicum work, and for what purposes?
2) In what ways does GAI shape student teachers' access to and use of educational research in the development of their professional knowledge?

The study employs semi-structured interviews with 40 student teachers enrolled in ITE programmes at four universities across England, capturing a range of institutional contexts and highlighting largely student-led, ad hoc patterns of GAI adoption. Thematic analysis reveals how GAI is utilised for lesson planning, resource generation, and explanation-seeking, as well as how it mediates epistemic emotions—such as frustration and curiosity—when student teachers encounter complex research texts. Emerging findings suggest that GAI functions both as a workload-reducing assistant and a personalised interlocutor, making research more accessible and relevant to some student teachers, thereby potentially enhancing confidence and self-efficacy. However, the study also raises concerns regarding over-reliance on AI tools, contextual misalignment, and limited critical engagement with AI-generated outputs.

The paper discusses the implications of these findings for ITE curriculum design, arguing for the integration of AI literacy and critical, research-informed professional judgement into teacher education programmes. Such support is essential for fostering a balanced, reflective approach to AI adoption in future teaching practices.

Keywords:

Generative AI, Initial Teacher Education, Pre-Service Teachers, Professional Learning, Practicum, Educational Research, AI Literacy, Human–AI Collaboration, Teacher Professional Knowledge.