Artificial intelligence and teacher training: perspectives of education students
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.03.2Keywords:
Higher education, artificial intelligence, teaching and training, teacher qualifications, digital competenceAbstract
This study analyzes the perceptions of pre-service teachers regarding the use of artificial intelligence (AI) as a support tool in educational processes. Through a qualitative approach and a phenomenological design, the open-ended questionnaire responses of 34 Education students from a public university in Valladolid were examined. The findings reveal critical and diverse perspectives: while the potential of AI to facilitate access to information, personalize learning, and support academic writing is acknowledged, concerns also emerged about the reliability of content, the loss of intellectual autonomy, and the impact on motivation and creative development. The emerging categories are synthesized as follows: access and reliability, technological attitudes, learning support, pedagogical transformations, critical evaluations, and emotional dimension. It is concluded that the willingness to integrate these technologies is mediated by factors such as digital competence, ethical judgment, and emerging professional identity. It is further proposed that AI should be integrated into teacher education through a critical, ethical, and pedagogical approach that fosters both technical mastery and reflective thinking about its educational use.
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