Integrating AI Tools into Preservice Mathematics Teacher Education - A Qualitative Study of Lesson Planning Practices

Oct 15, 2026

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Examining preservice teachers’ participation in AI-generated lesson-plan training sessions, this qualitative study focuses on mathematics instruction within a teacher education program. The research addresses a gap concerning how AI-generated lesson plans influence PSTs’ lesson-planning skills and how they adopt the resulting practices. Data from focus-group interviews with fifty students were thematically analyzed after targeted training. Findings highlight time savings, innovation support, and scaffolding while stressing the continuing importance of teacher agency, pedagogical knowledge, and content alignment, alongside critical thinking and professional judgment.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Literature Review

Math Preservice Teachers and Training

Artificial Intelligence in Teacher Education

OPEN ACCESS Research Article Contemporary Educational Technology, 2025, 17(4), ep617 ISSN: 1309-517X (Online) Integrating AI tools into preservice mathematics teacher education: A qualitative study of lesson planning practices NadeyahJ. Alreiahi 1* 0009-0000-3799-2662 Noha Alrwaished 2 0000-0002-0398-2068 1 Department of Educational Technology, College of Education, Kuwait University, KUWAIT 2 Department of Curriculum and Instruction, College of Education, Kuwait University, KUWAIT * Corresponding author: [nadeyah.jm@ku.edu.kw](nadeyah.jm@ku.edu.kw) Citation: Alreiahi, N. J., & Alrwaished, N. (2025) . Integrating AI tools into preservice mathematics teacher education: A qualitative study of lesson planning practices. Contemporary Educational Technology, 17(4), ep617. [https://doi.org/10.30935/cedtech/17549](https://doi.org/10.30935/cedtech/17549) ARTICLE INFO ABSTRACT | Received: 12 May 2025
Accepted: 11 Nov 2025
INTRODUCTION | This study examined the participation of preservice teachers (PSTs) in artificial intelligence (AI) -generated lesson-plan training sessions, primarily within a mathematics instruction course in a teacher training program. Although earlier research has explored AI in education, few studies have specifically looked at how AI-generated lesson plans affect PSTs’ lesson-planning skills. This study addresses this gap by exploring math PSTs’ views on the use of AI-generated tools in lesson planning. Data were collected from focus group interviews with fifty students and were analyzed thematically using a coding framework after targeted training sessions. The findings revealed key themes, including the time-saving benefits of AI, its ability to produce innovative activities, and the support these tools provide to PSTs. While AI tools served as scaffolds, the importance of teacher agency, pedagogical knowledge, and content alignment remained vital. These results highlight the potential of AI support in teacher training programs, while also recognizing that it does not replace essential skills such as critical thinking and professional judgment. The study offers implications and recommendations for integrating AI while maintaining pedagogical rigor and curriculum integrity.
Keywords: artificial intelligence, preservice teachers, lesson planning, mathematics education, teacher training, pedagogical knowledge, higher education | | --- | --- | Integrating artificial intelligence (AI) into educational settings has become increasingly evident, and new tools have been adopted to transform teachers’ teaching approaches. AI generative tools may restructure lesson planning, generate innovative teaching activities, and provide structured assistance to teachers in teacher-training programs or preservice teachers (PSTs), especially those new to the profession. Like any emerging technology, AI in education (AIEd) raises essential issues related to efficiency, challenges, and ethical concerns. This study contributes to the growing field of exploring AI and technology-enhanced learning in teacher education. To maintain this, it is essential to provide this technology. While previous research has explored the use of AIEd, few studies have examined the impact of AI-generated lesson plans on preservice mathematics teachers’ lesson-planning skills and how they used AI to adopt and use these skills in their lesson preparation (Karaman, 2024) . This study addresses this gap by investigating math PSTs’ perspectives on the use of AI-generated tools in lesson planning. Observing the advantages and potential challenges of these tools may provide a deeper understanding of how to use innovative tools in education. LITERATURE REVIEW Math Preservice Teachers and Training PSTs are trained to create comprehensive lesson plans as part of their teacher preparation programs. Research shows that lesson planning is one of the most challenging skills for educators to master, as it demands significant t

FAQs

What was the study investigating about AI-generated lesson planning?

The study examined how preservice mathematics teachers participated in AI-generated lesson-plan training sessions and what they reported about using AI tools in lesson planning.

How was the data collected and analyzed?

Data were collected from focus group interviews with fifty students and analyzed thematically using a coding framework after targeted training sessions.

What benefits and limitations of AI tools did the findings emphasize?

Results highlighted time-saving benefits and the ability to support innovative activities and scaffolding, while stressing that teacher agency, pedagogical knowledge, content alignment, and essential judgment skills remain critical.

Oct 15, 2026

Upload by OmBimo