Trainee Teachers and AI: AI Integration During Practicum

The integration of artificial intelligence (AI) in education is transforming the way teachers and students engage with language learning. For pre-service teachers, particularly those undergoing practicum, readiness to use AI is critical in aligning technological competence with pedagogical practice. This study investigates the perceptions, knowledge, and challenges of 100 trainee teachers regarding AI integration in schools during their practicum. Using a qualitative approach supported by thematic analysis of open-ended survey responses, the study highlights four key themes: knowledge and awareness of AI tools, attitudes towards AI in classroom settings, ethical concerns, and infrastructural barriers. Findings indicate that while trainee teachers are generally familiar with AI applications such as grammar checkers, generative chatbots, and automated feedback systems, many lack systematic pedagogical strategies to embed them into lessons. Ethical concerns, including plagiarism and student dependency, further complicate adoption, while limited access to infrastructure in some practicum schools poses practical challenges. The study underscores the need for curriculum reforms that embed AI literacy, ethics, and classroom application strategies into teacher education programs. By addressing these gaps, institutions can better prepare future educators for AI-integrated classrooms. The results provide insights for policymakers, teacher educators, and institutions seeking to align teacher training programs with technological advancements in education. This document gives formatting instructions for authors preparing papers. The authors must follow the instructions given in the document for the papers to be published. You can use this document as both an instruction set and as a template into which you can type your own text.