Abstract:

Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI) are rapidly transforming the landscape of Initial Teacher Education (ITE), impacting both student teachers and ITE lecturers. For student teachers, these emerging technologies influence both school placement activities and participation in educational modules. ITE lecturers, particularly regarding GenAI, face the challenge of navigating its use by students in assignments and school placements. This has a significant impact on teaching, learning, and assessment practices. To address this evolving landscape and provide appropriate support for its students and faculty, the UCD School of Education established an AI sub-committee. This committee undertook a small-scale study to explore student teacher and lecturer perceptions and practices regarding engagement with AI tools.

This study investigated how student teachers and ITE lecturers at UCD School of Education engage with AI tools within the UCD ITE programmes. Employing a mixed-methods approach, the research addressed three key questions:
1. Perceptions of Impact: How student teachers and lecturers currently perceive the impact of AI tools on teaching and learning, and research within the ITE programmes.
2. Integration Practices: How student teachers and lecturers are currently integrating AI tools into their teaching, learning, and research practices within ITE.
3. Informing Programme Development: What concrete actions UCD School of Education could take to support student teacher and lecturer awareness and engagement with AI tools for learning and teaching, and research.

Data collection employed a two-phased approach. A quantitative survey was administered to both student teachers (n = 61) and ITE lecturers (n = 34) to gather initial information on perceptions and current use of AI tools. Secondly, in-depth data was obtained through separate focus groups with student teachers (n = 3) and ITE lecturers (n = 4). The findings of this study revealed that both groups (student teachers and ITE lecturers) acknowledged the importance of digital technologies and the potential of AI in education, student teachers primarily used AI tools for studies, not yet extensively in placements. There was support for using AI tools for lesson planning and resources, but mixed opinions on assessment. Both groups emphasised the need for ethical guidelines and support (workshops, webinars) to leverage AI tools effectively in teaching and learning.

Keywords:

Initial teacher education, AI literacy, school placement, teaching and learning.