REIMAGINING TEACHER EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE: A QUALITATIVE INQUIRY INTO TEACHER EDUCATORS’ PERSPECTIVES

Abstract

The rapid development of Artificial Intelligence (AI) has created new possibilities and challenges for teacher education. This study explored teacher educators’ perspectives regarding the role of artificial intelligence in transforming teacher education and examined the opportunities, challenges, and ethical concerns associated with its integration. A qualitative research approach with a phenomenological design was employed to understand teacher educators’ experiences and interpretations of AI-supported teaching and learning. Six teacher educators were selected through purposive sampling from public teacher education institutions. Data were collected through semi-structured interviews and analyzed using thematic analysis. The analysis generated three major themes: AI as a catalyst for pedagogical transformation; uneven preparedness and institutional support; and ethical concerns and the need to preserve human-centred teaching. The findings revealed that participants considered AI useful for lesson planning, developing instructional materials, assessment, feedback, differentiated instruction, and preparing prospective teachers. However, they emphasized that AI-generated content should be critically reviewed for accuracy, relevance, and cultural appropriateness. Participants also reported differences in their confidence and readiness to use AI and highlighted the need for continuous professional development, improved technological infrastructure, and clear institutional policies. Major ethical concerns included academic dishonesty, inaccurate information, bias, privacy, unequal access, and excessive dependence on technology. The study concludes that AI can contribute positively to teacher education when it is integrated in a critical, ethical, and purposeful manner. Artificial intelligence should support rather than replace teachers’ professional judgment, creativity, empathy, and relationships with learners. The study recommends integrating AI literacy into teacher education curricula, redesigning assessment practices, and providing sustained professional development for teacher educators.