Algerian Pre-service English Teachers' Perceptions of AI-Assisted Lesson Planning.
This study examines how final-year ENS (École Normale Supérieure) Constantine trainee English teachers evaluate the pedagogical value, limitations, and ethical implications of using generative AI for lesson planning during their compulsory school-based training. Drawing on semi-structured interviews...
| Publicado en: | Academicus no. 33; pp. 68 - 86 |
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| Formato: | Artículo |
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Academicus
2026
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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=hlh&AN=191198123&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 191198123 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 20793715 BK4T jtl: Academicus issn: 20793715 maglogo: N pubinfo: dt: 2026 iid: 33 pid: 68858 pub: Academicus artinfo: ui: 191198123 ppf: 68 ppct: 18 formats: fmt: @attributes: type: P size: 2MB tig: atl: Algerian Pre-service English Teachers' Perceptions of AI-Assisted Lesson Planning. aug: au: Tobbi, Saida affil: Batna 2 University, Algeria su: Teacher training Lesson planning Qualitative research Student teachers English language education Ethical problems sug: subj: Teacher training Lesson planning Qualitative research Student teachers English language education Ethical problems keyword: AI-assisted lesson planning EFL trainee teachers ethical concerns mentor-supervised piloting practicum-embedded AI training ab: This study examines how final-year ENS (École Normale Supérieure) Constantine trainee English teachers evaluate the pedagogical value, limitations, and ethical implications of using generative AI for lesson planning during their compulsory school-based training. Drawing on semi-structured interviews with 44 trainees (22 Bac+5; 22 Bac+4), the study employs a qualitative thematic analysis to trace how trainees negotiate AI's affordances in relation to the realities of their practicum settings, including curricular demands, inspection requirements, and classroom conditions in Algerian middle and secondary schools. Findings show that trainees view AI as a helpful starting point that accelerates idea generation, yet they consistently judge its outputs insufficient without substantial adaptation, particularly regarding assessment, differentiation and contextual relevance. Ethical concerns, apprehension about inspector scrutiny, and infrastructural limitations further restrict trainees' willingness to adopt AI. Trainees call for practicum-embedded AI training, clear institutional guidelines and mentorsupervised classroom piloting to ensure responsible integration. The study highlights the need to align AI literacy, pedagogical training and institutional policy within preservice teacher education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Academicus is the property of Academicus and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Academicus holder: Academicus dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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