Exploring the Role of Generative AI in Collaborative Lesson Planning for Pre-Service Teachers

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-07-20 DOI:10.1111/jcal.70098

Yanyan Sun, Yingfen Huang

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引用次数: 0

Abstract

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.

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探讨生成式人工智能在职前教师协同教案中的作用

协作式课程规划是教师教育的一项重要实践，支持职前教师进行课程设计，促进专业发展。虽然生成式人工智能（GenAI）越来越多地融入教育，但它在协作课程规划中的作用仍不清楚。本研究旨在探讨职前教师如何在协同课程规划中使用GenAI，并探讨GenAI在整个过程中如何影响职前教师的认知参与。方法27名职前教师参与了genai支持的研究生教育技术课程STEM单元的协同课程规划。使用认知网络分析（ENA）来分析他们的相互作用，以检查认知参与模式。此外，对最终的课程计划设计和GenAI交互日志进行定性分析。结果与结论GenAI主要作为操作任务的直接信息源，作为认知支架的作用有限。GenAI在课程规划的初始阶段为职前教师提供了显著的支持，培养了分析和创造等更高层次的思维，但在后来的迭代阶段，它的贡献减少了。这些发现强调了GenAI的双重作用，强调需要结构化的支架和人类的促进来补充GenAI并支持更深层次的认知参与。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope