Generative AI supported practicum experiences contribute to the pedagogical reasoning and professional identity development of preservice mathematics teachers
TL;DR
It is suggested that AI-supported practicum experiences can contribute not only to instructional planning but also to the development of reflective, responsive, and professionally aware mathematics teacher candidates.
Abstract
This study explores how pre-service mathematics teachers experience AI-supported teaching during their practicum and how they make sense of the perceived influence of these experiences on pedagogical decision-making, classroom management, reflective awareness, and professional identity development. Conducted within a qualitative research framework, the study draws on data collected from 21 pre-service teachers through weekly reflective journals, AI-integrated lesson plans, and semi-structured interviews over an 8-week practicum period. Thematic analysis revealed four core themes: (1) Establishing effective classroom interaction, (2) Designing pedagogy for diverse student needs, (3) Developing reflective and metacognitive decision-making skills, and (4) Professional identity formation, sense of belonging, and self-worth. Findings indicate that GenAI tools supported teacher candidates in recognizing students’ academic and emotional needs, justifying their instructional strategies, and transforming their relational practices in the classroom. The study suggests that AI-supported practicum experiences can contribute not only to instructional planning but also to the development of reflective, responsive, and professionally aware mathematics teacher candidates.