Generative AI as a “placement buddy”: Supporting pre-service teachers in work-integrated learning, self-management and crisis resolution

Abstract

This study explored the integration of generative artificial intelligence (GenAI) in supporting pre-service teachers (PSTs) during their work-integrated learning placements, focusing on its role in lesson planning, teaching and WIL crisis resolution. Using the unified theory of acceptance and use of technology framework, the study investigated how AI literacy, self-efficacy and social influences affect PSTs’ acceptance and use of GenAI tools. Data collected from surveys and focus-group interviews with 126 PSTs reveals that GenAI enhances PSTs' efficiency, improves stress management and provides timely support in managing professional relationships. Results highlight differences in perceptions of GenAI across demographic groups, teaching subjects and school contexts. The findings emphasise raising awareness of GenAI’s potential in supporting PSTs, as well as the need for discipline-specific AI training in initial teacher education programmes to foster confident, ethical and effective application in placements.

Implications for practice or policy:

• Initial teacher education programmes should incorporate AI literacy and prompt engineering training, in combination with other educational technology tools and in alignment with specific disciplinary subjects.
• Schools and mentor teachers need training and preparation to support PSTs in integrating GenAI into work-integrated learning.
• Educational policy should address the disparities in access to GenAI tools, ensuring equitable opportunities for all PSTs.