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Generative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and Perspectives

2025-07-31Manuscript Open access
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datacite.subject.fosCiências Sociais::Ciências da Educação
datacite.subject.sdg04:Educação de Qualidade
dc.contributor.authorCouto, Filipe
dc.contributor.authorMartins, Rosa
dc.date.accessioned2025-08-01T08:35:53Z
dc.date.available2025-08-01T08:35:53Z
dc.date.issued2025-07-31
dc.description.abstractThis study aimed to understand how future teachers are integrating generative artificial intelligence into their academic routines during initial teacher education. Using a mixed-methods approach, quantitative data were collected through a Likert-scale questionnaire administered to 94 students at a School of Education in Portugal, complemented by a qualitative analysis of open-ended responses. The findings reveal widespread use of tools such as ChatGPT for clarifying doubts, supporting study practices, and enhancing academic writing. At the same time, ethical and pedagogical concerns emerge, particularly around plagiarism, the reliability of information, and the impact on critical thinking. Students show a simultaneously receptive and critical attitude, acknowledging the value of generative AI as a support tool while calling for transparency, regulation, and proper training to ensure its ethical and responsible use. The study highlights the importance of integrating critical digital literacy and ethical reflection on AI into initial teacher education programs, preparing future educators for an increasingly technological educational landscape that must remain focused on human and pedagogical development.por
dc.description.abstractEste estudo procurou compreender de que forma futuros professores estão a integrar a inteligência artificial generativa nas suas rotinas académicas durante a sua formação inicial. Através de uma abordagem metodológica mista, foram recolhidos dados quantitativos, com base numa escala de Likert aplicada a 94 estudantes de uma Escola Superior de Educação em Portugal, e complementados por uma análise qualitativa de respostas abertas. Os resultados revelam uma ampla utilização de ferramentas como o ChatGPT no esclarecimento de dúvidas, apoio ao estudo e melhoria da escrita académica. Ao mesmo tempo, evidenciam-se preocupações éticas e pedagógicas, nomeadamente quanto ao plágio, à fiabilidade da informação e ao impacto no pensamento crítico. Os estudantes demonstram uma atitude simultaneamente recetiva e crítica, reconhecendo o valor da inteligência artificial generativa como ferramenta de apoio, mas exigindo transparência, regulamentação e formação adequada para o seu uso ético e responsável. O estudo reforça, assim, a importância de integrar a literacia digital crítica e a reflexão ética sobre a inteligência artificial nos programas de formação inicial, preparando os futuros professores para um cenário educativo cada vez mais tecnológico, mas que deve manter-se centrado no desenvolvimento humano e pedagógico.por
dc.identifier.citationCouto, F., & Martins, R. (2025). Generative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and Perspectives. Journal of Technologies Information and Communication, 5(1), 36293. https://doi.org/10.55267/rtic/16713
dc.identifier.doihttps://doi.org/10.55267/rtic/16713
dc.identifier.issn2184-7665
dc.identifier.urihttp://hdl.handle.net/10400.26/58315
dc.language.isopor
dc.peerreviewedyes
dc.publisherIADITI Editions
dc.relation.hasversionhttps://www.rtic-journal.com/article/generative-ai-in-teacher-training-a-study-of-pre-service-teachers-engagement-and-perspectives-16713
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectGenerative Artificial Intelligence
dc.subjectTeacher Education
dc.subjectHigher Education
dc.subjectInteligência Artificial Generativa
dc.subjectFormação Inicial de Professores
dc.subjectEducação Superior
dc.titleGenerative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and Perspectivespor
dc.typemanuscript
dspace.entity.typePublication
oaire.citation.issue1
oaire.citation.titleJournal of Technologies Information and Communication
oaire.citation.volume5
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85

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