Generative AI as a Learning Partner or Pedagogical Challenge? Insights from Pre-service Teachers

Abstract

This study investigates how pre-service teachers experience generative artificial intelligence tools in their learning processes and how they plan to integrate these technologies into their future teaching practices. The study employed a qualitative phenomenological design and was conducted with 28 pre-service teachers enrolled in the English language teaching program of a public university in Türkiye. Semi-structured online interviews were carried out, and the data were analyzed through content analysis. Coding was conducted independently by two coders, achieving a high level of inter-rater agreement. The findings reveal that pre-service teachers perceive generative artificial intelligence as a supportive learning partner in areas such as time management, idea development, linguistic accuracy, and self-regulation. However, they also highlighted risks such as over-reliance, diminished creativity, ethical concerns, and the generation of inaccurate information. The participants emphasized that while generative artificial intelligence may serve as a complementary tool in learning processes, classroom integration requires transparency, critical verification, and active teacher guidance as essential conditions. The originality of the study lies in its holistic exploration of pre-service teachers’ experiences with generative artificial intelligence across pedagogical, ethical, and professional identity dimensions. These findings provide qualitative evidence for the relatively underexplored perspectives of pre-service teachers, thereby offering a new lens for ongoing debates on the role of generative artificial intelligence in teacher education.