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Balancing beliefs: exploring preservice teachers' generative artificial intelligence perceptions and intentions for
Mike Karlin1, Cristina Stephany2, 'Alohilani Okamura3
1Liberal Studies, California State University, Dominguez Hills, Carson, CA, United States.
Frontiers in Artificial Intelligence
|June 17, 2026
Summary
Preservice teachers see generative artificial intelligence (AI) benefits like idea generation but also risks such as plagiarism. They want AI training for ethical use but are hesitant about student AI use.
Area of Science:
- Educational Technology
- Artificial Intelligence in Education
- Teacher Preparation
Background:
- Generative artificial intelligence (GenAI) tools like ChatGPT are increasingly prevalent in educational settings.
- This necessitates an understanding of their impact on teaching and learning, particularly for future educators.
Purpose of the Study:
- To investigate preservice teachers' perceptions of ChatGPT's affordances and limitations.
- To explore the implications of GenAI for teacher education and preparation.
Main Methods:
- A qualitative, exploratory case study involving 74 preservice teachers across two diverse locations.
- Data collection via surveys embedded in interactive learning modules, analyzed using thematic analysis.
Main Results:
- Preservice teachers identified shared affordances for students and teachers, including idea generation and proper tool usage.
- Key limitations perceived were dependency, plagiarism, bias, and misinformation.
- Most participants were willing to use ChatGPT but hesitant about student use, emphasizing the need for training.
Conclusions:
- GenAI tools offer potential benefits but require careful implementation to mitigate risks.
- Teacher education programs must integrate AI literacy, encompassing both technical skills and critical evaluation.
- Addressing ethical considerations and effective pedagogical strategies is crucial for AI integration in classrooms.
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