Exploring pre-service mathematics teachers’ reflections in lesson planning with generative artificial intelligence

Abstract

Generative artificial intelligence (GenAI) holds transformative potential for education, yet its integration by pre-service mathematics teachers in resource-constrained contexts, such as the Philippines, remains underexplored. This qualitative study investigates 30 first-year pre-service mathematics teachers’ reflections on their use of GenAI tools (ChatGPT-4, Gemini 2.5 Flash, and Perplexity AI) for lesson planning. Guided by Schön’s (1983) reflective practice framework, it addresses: (1) How do pre-service teachers engage in reflection-in-action during GenAI use? (2) What insights emerge from reflection-on-action after completing AI-assisted lesson plans? Reflexive Thematic Analysis of data from individual written reflections, group observation logs, and final drafts of lesson plans revealed five themes: streamlining planning and stimulating creativity; fostering comparative tool literacy in GenAI integration; emphasizing prompt precision and instructional clarity; negotiating AI outputs via pedagogical judgment; and developing confidence as novice lesson designers. While GenAI enhances efficiency and innovation, participants stressed the need for human oversight to ensure curricular alignment, accurate and factual information, and ethical practice. Findings highlight the need for teacher education programs to incorporate training in prompt engineering, critical AI evaluation, and ethical reflection, equipping pre-service teachers for responsible GenAI use. Additionally, the study advocates for AI policy development to guide pre-service teachers in integrating GenAI into evolving educational landscapes.