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Journal of Technologies Information and Communication

Generative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and Perspectives
Filipe Couto 1 2 * , Rosa Martins 1 2
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1 Escola Superior de Educação de Fafe - Instituto Europeu de Estudos Superiores, Fafe, Portugal
2 Centro de Investigação, Desenvolvimento e Inovação (CIDI - IEES), Fafe, Portugal
* Corresponding Author
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Research Article

Journal of Technologies Information and Communication, 2025 - Volume 5 Issue 1, Article No: 36293
https://doi.org/10.55267/rtic/16713

Published Online: 31 Jul 2025

Views: 89 | Downloads: 51

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How to cite this article
APA 6th edition
In-text citation: (Couto & Martins, 2025)
Reference: Couto, F., & Martins, R. (2025). Generative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and Perspectives. Journal of Technologies Information and Communication, 5(1), 36293. https://doi.org/10.55267/rtic/16713
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Couto F, Martins R. Generative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and Perspectives. Journal of Technologies Information and Communication. 2025;5(1):36293. https://doi.org/10.55267/rtic/16713
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Couto F, Martins R. Generative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and Perspectives. Journal of Technologies Information and Communication. 2025;5(1), 36293. https://doi.org/10.55267/rtic/16713
Chicago
In-text citation: (Couto and Martins, 2025)
Reference: Couto, Filipe, and Rosa Martins. "Generative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and Perspectives". Journal of Technologies Information and Communication 2025 5 no. 1 (2025): 36293. https://doi.org/10.55267/rtic/16713
Harvard
In-text citation: (Couto and Martins, 2025)
Reference: Couto, F., and Martins, R. (2025). Generative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and Perspectives. Journal of Technologies Information and Communication, 5(1), 36293. https://doi.org/10.55267/rtic/16713
MLA
In-text citation: (Couto and Martins, 2025)
Reference: Couto, Filipe et al. "Generative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and Perspectives". Journal of Technologies Information and Communication, vol. 5, no. 1, 2025, 36293. https://doi.org/10.55267/rtic/16713
ABSTRACT
This study aimed to understand how future teachers are integrating generative artificial intelligence into their academic routines during initial teacher education. Using a mixed-methods approach, quantitative data were collected through a Likert-scale questionnaire administered to 94 students at a School of Education in Portugal, complemented by a qualitative analysis of open-ended responses. The findings reveal widespread use of tools such as ChatGPT for clarifying doubts, supporting study practices, and enhancing academic writing. At the same time, ethical and pedagogical concerns emerge, particularly around plagiarism, the reliability of information, and the impact on critical thinking. Students show a simultaneously receptive and critical attitude, acknowledging the value of generative AI as a support tool while calling for transparency, regulation, and proper training to ensure its ethical and responsible use. The study highlights the importance of integrating critical digital literacy and ethical reflection on AI into initial teacher education programs, preparing future educators for an increasingly technological educational landscape that must remain focused on human and pedagogical development.
KEYWORDS
Generative Artificial Intelligence Teacher Education Higher Education
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