EFL Pre-Service Teacher Education in the era of AI : reflecting on challenges and opportunities

• Type: Chapter or Part of a Book
• Date: 2025

Authors

Lindade, Carlos (Author) FLUP

Book

Title: Desafios da literacia na sociedade do século XXI: seleção de trabalhos apresentados no 3.º Congresso Internacional de Literacias do Século XXI

Pages: 164-171

ISBN: 978-989-8008-87-9

Publisher: Instituto Politécnico de Beja

Other information

Abstract (EN): The need to integrate AI literacy into pre-service teacher education is increasingly recognized as essential for preparing educators to navigate the complexities of an AI-powered educational landscape. As AI technologies rapidly evolve and permeate various aspects of society, it becomes imperative for pre-service teacher training to equip future educators with the skills to critically evaluate, responsibly use, and teach about AI-powered tools. (Zhang et al., 2023) Understanding the perceptions of the pre-service teachers can provide significant insights regarding this urgency. This paper explores how 27 second-year pre-service EFL teachers at the Faculty of Arts and Humanities of the University of Porto perceive and use Generative AI. Using a survey distributed via Google Forms, the study examines AI adoption frequency, primary uses, perceived advantages, and ethical concerns. Results indicate that most participants use AI weekly or daily, primarily for lesson planning and materials development, with ChatGPT being the most widely used tool. AI was valued for time-saving and enhancing creativity, yet concerns about inaccurate content, student over-reliance, and ethical issues such as plagiarism and data privacy were prevalent. Despite these findings, 90% of participants supported the inclusion of AI training in teacher education programs, emphasizing the need for structured guidance on its ethical and pedagogical use. The study highlights the necessity of critical AI literacy training to equip future educators with strategies to integrate AI effectively while ensuring pedagogical integrity and student engagement.

Language: English

Type (Professor's evaluation): Scientific