Besties with bots: GenAI as a lesson plan evaluator for preservice teachers

Thumbnail Image

Files

AILessonPlanManuscriptwithouttables.pdf (470.19 KB)

Links to Files

https://www.tandfonline.com/doi/full/10.1080/21532974.2025.2474932?src=

Permanent Link

https://doi.org/10.1080/21532974.2025.2474932
 http://hdl.handle.net/11603/38021

Collections

UMBC Faculty Collection
UMBC Education Department

Author/Creator

Author/Creator ORCID

https://orcid.org/0000-0002-4813-3406

Date

2025-03-07

Type of Work

journal articles
postprints
Text

Department

Program

Citation of Original Publication

Yang, Shuling, and Carin and Appleget. “Besties with Bots: GenAI as a Lesson Plan Evaluator for Preservice Teachers.” Journal of Digital Learning in Teacher Education. (March 7, 2025): 1–15. https://doi.org/10.1080/21532974.2025.2474932.

Rights

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Digital Learning in Teacher Education on 2025-03-07, available online: http://www.tandfonline.com/10.1080/21532974.2025.2474932.

Subjects

AI literacy
elementary literacy
lesson plans
preservice teachers
GenAI
ChatGPT

Abstract

In this study, two literacy teacher educators developed a lesson plan activity to be completed during a focus group interview. Protocols for the focus group were developed using the AI literacy framework. The purpose of the study was to explore preservice teachers’ (PSTs) interactions with GenAI and how GenAI functioned as evaluators of their lesson plans. Analysis revealed PSTs’ varying levels of engagement with the chatbots, highlighting the need for teacher educators to guide effective communication with GenAI technologies. Additionally, PSTs found chatbots’ feedback helpful, viewing them as “besties.” Results showed a blend of human and machine feedback offered significant implications for teacher educators, suggesting the potential benefits of integrating blended feedback systems in teacher preparation programs.