THE ROLE OF AI ASSISTANCE FOR ENGLISH PRE-SERVICE TEACHERS DURING TEACHING PRACTICE

Rachmawati Achadiyah

Abstract


Utilizing Ai in teaching preparation is an innovation and has a significant effect on the teaching-learning process. Yet, it poses a high risk for teachers’ pedagogical quality and teachers’ autonomy. This study adressess on how English pre-service teachers utilize Ai and the challenges they encounter during their teaching practice program. This qualitative study involved five English pre-service teachers who were placed in different cities of East-Java. Their digital traces in interacting with Ai are being recorded and analyzed to describe the roles of Ai assistance in their instructional design, and a semi-structured interview to dig more their challenges. The findings reveal that the role of Ai evolve fours stages: a quick content generator, automatted formatter, a teaching partner and a cognitive scaffolder. With the guidance of advisors and mentorship, the pre-service teacher can apply the RTCC formula in their advanced use of using Ai. However, several challenges emerged, such as technical difficulties in formulating prompts, worrieness of inaccurate pedagogical decisions of Ai response to meet students’ needs and over-dependency on Ai which leads them to distrust human experience and proffesional expert. While Ai offers efficiency in preparing lessons, designing teaching activities and assessing, English pre-service teachers must have critical judgment to evaluate Ai’s content, also considering previous teaching experiences

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DOI: https://doi.org/10.31932/jees.v9i2.6262

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