Abstract:

In this paper, we explore the pedagogical aspects of Generative Artificial Intelligence (AI) to enhance teacher candidates’ (TCs) praxis, specifically in the creation of lesson plans, directly addressing ways TCs can authentically infuse, and critique, their use of the tenets of equity, diversity and inclusion in their teaching. While AI can support the creation of personalized and adaptable learning experiences, its use also raises significant concerns regarding the reproduction of systemic biases and inequities. Algorithms that generate lesson content may inadvertently reinforce stereotypes or marginalize certain student populations, including students of color, LGBTQ+ students, and Indigenous students. Through a critical qualitative case study design, we theoretically frame a reflective and exploratory design to interrogate the assignment and our own teaching. We ask, in what ways Generative AI can be used effectively as well as identifying some of the drawbacks inherent in the algorithms. We designed the assignment as an opportunity for teacher candidates to engage in critical thinking and self-reflection as well as enhance their ability to recognize biases, challenge assumptions, and refine lesson content and classroom structures to meet the needs of diverse learners and challenge assumptions and perspectives of dominant. Data sources included in-class examination of lesson plans, discussions, and the instructors’ pedagogical reflections. Through a triangulated analysis, the study interrogated the ways in which the assignment mediates student engagement, promotes critical reflection, and exposes TCs to the ethical, social, and pedagogical challenges associated with AI integration. The analysis was guided by critical pedagogy and constructive approaches, examining both the alignment of the assignment with intended course learning outcomes and its broader implications for fostering inclusive and socially just learning. Findings indicate that the assignment created opportunities for TCs to critically examine whose voices are represented in the lesson content, to identify gaps in cultural and pedagogical inclusivity, and to recognize the influence of their own positionality and privilege on instructional decisions. Collaborative reflection was particularly effective in prompting students to question assumptions, analyze lesson plan structures, and consider the diverse needs of learners. Engagement with AI-generated materials prompted a heightened awareness of bias and inequity, while supporting the development of professional judgment and reflective practice. The assignment provided opportunities for questioning whose voices are dominant in the lesson plan, whose perspectives are missing, and what assumptions are being made. Overall, through analytical and reflective questioning, TCs discovered how a teacher’s positionality influences not just what they teach, but how they teach.

Keywords:

Artificial intelligence, lesson planning, pre-service teaching, Equity Diversity & Inclusion.