Exploring the Role of Generative AI in Collaborative Lesson Planning for Pre‐Service Teachers.
Background: Collaborative lesson planning is a crucial practice in teacher education, supporting pre‐service teachers in lesson design and fostering professional development. While generative AI (GenAI) is increasingly integrated into education, its role in collaborative lesson planning remains uncl...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 15 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918292&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918292 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918292 186918292 186918292 10.1111/jcal.70098 186918292 ppf: 1 ppct: 14 formats: tig: atl: Exploring the Role of Generative AI in Collaborative Lesson Planning for Pre‐Service Teachers. aug: au: Sun, Yanyan Huang, Yingfen affil: Department of Educational Information Technology, Faculty of Education. East China Normal University, Shanghai, China sug: subj: Artificial Intelligence, Generative Utilization Curriculum Development Teachers Psychosocial Factors Collaboration Cognition Evaluation Teaching Methods Human Male Female Adult Teachers Education Professional Development Education, Graduate Educational Technology Epistemology Qualitative Studies Thinking Skill Acquisition China Software Design Content Analysis Life Experiences Knowledge Bases Questionnaires Job Experience Communication Decision Making Descriptive Statistics Data Analysis Software Confidence Intervals T-Tests Adult: 19-44 years Male Female ab: Background: Collaborative lesson planning is a crucial practice in teacher education, supporting pre‐service teachers in lesson design and fostering professional development. While generative AI (GenAI) is increasingly integrated into education, its role in collaborative lesson planning remains unclear. Objectives: This study aims to explore how pre‐service teachers use GenAI in collaborative lesson planning and investigate how GenAI influences pre‐service teachers' cognitive engagement throughout the process. Methods: Twenty‐seven pre‐service teachers participated in GenAI‐supported collaborative lesson planning in a STEM unit within a graduate educational technology course. Their interactions were analysed using epistemic network analysis (ENA) to examine cognitive engagement patterns. Additionally, the final lesson plan designs and logs of GenAI interactions were qualitatively analysed. Results and Conclusions: The results indicated that GenAI primarily served as a direct information source for operational tasks, while its role as cognitive scaffolding was limited. GenAI significantly supported pre‐service teachers during initial phases of lesson planning, fostering higher‐order thinking such as analysing and creating, but its contribution diminished in later iterative phases. The findings highlight the dual roles of GenAI, emphasising the need for structured scaffolds and human facilitation to complement GenAI and support deeper cognitive engagement. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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