Abstract:

This project examines the evolution of the needs and practices of Pre-service Teachers in AI used in language teaching and learning. The research adopts a longitudinal approach to capture how engagement with AI tools develops as individuals transition from Pre-service to Early Career Teachers (ECT). This research hypothesises that not only the practices but also the needs should evolve significantly between these two phases, particularly in relation to the shift in professional identity and the realities of classroom practice. This transition from student teacher status to that of practising teachers represents a critical juncture where theoretical knowledge encounters practical constraints and opportunities. The authentic demands of managing diverse learners, adapting to curricular requirements, and navigating institutional contexts are expected to reshape both how teachers use AI tools and what support they require.

Initially, the project aims to document the practices of Primary School teacher education students during their final year of study, as reported in the present article. An open-ended questionnaire was completed by participants on language didactics courses (n=80) in their final year of training on their current practices and perceived needs in utilising AI in language teaching and learning contexts. Subsequently, a second questionnaire will be administered to some of these participants once they have entered the profession. The findings of this research will enable targeted adjustments to primary teacher education course content in terms of digital content and language didactics and how these two domains interact.

Keywords:

Language teaching, artificial intelligence (AI), digital technology, primary education, teacher training.