Abstract:

The rapid expansion of generative Artificial Intelligence (GenAI) is transforming educational environments and raising new challenges for teacher education. In this context, initial teacher training constitutes an important space for experimentation with emerging technologies and innovative pedagogical approaches. This study aims to analyze educational practices involving GenAI developed by future teachers in the 1st Cycle of Basic Education (CEB) within the framework of Supervised Teaching Practice. The qualitative research involved five classes of the 1st CEB, totaling approximately 120 children, and was conducted by 12 preservice teachers during their teaching practicum. The trainees integrated GenAI tools into classroom activities across different curricular areas. Data were collected through focus groups in order to understand the trainees’ perceptions and experiences regarding the use of AI in the teaching and learning process. The results indicate that the integration of GenAI contributed to increasing students’ engagement and sustained attention to tasks. The technology also motivated children to participate in more demanding activities that required concentration, critical thinking, and creativity. Particularly significant impacts were observed in tasks related to text production, problem-solving, and the exploration of curricular content. Furthermore, the intentional and ethically guided use of GenAI promoted students’ autonomy and encouraged more active participation in learning activities. The findings also highlight that the use of AI challenges future teachers to rethink pedagogical strategies, encouraging the adoption of more student-centered, creative, and interactive approaches. This study contributes to the discussion on the pedagogical integration of GenAI in primary education and highlights the potential of Supervised Teaching Practice as a space for innovation in teacher education. Additionally, it provides insights that may inform teacher training programs and support the development of pedagogical practices aligned with the educational challenges of the 21st century.

Keywords:

Artificial Intelligence, 1st Cycle of Basic Education, Initial Teacher Training, Pedagogical Innovation.