From Prompts to Pedagogy: Preservice Teachers’ Lesson Planning with Generative AI through the AI-TPACK Lens

This study investigates preservice teachers (PSTs) leveraging generative artificial intelligence (GenAI) tools in lesson planning and the knowledge domains that influence this process. Using a qualitative case study approach with semi-structured interviews and thematic analysis, guided by the AI-TPACK framework, three key findings were identified and associated with PSTs’ GenAI-assisted planning experiences. First, prompting literacy varied significantly between novices who used basic prompts and those with pedagogical knowledge who used strategic prompting. Second, two interaction patterns were identified: an AI-led mode with passive content adoption, and a human-led mode characterised by pedagogical intentionality and critical assessment of AI outputs. Third, while all participants acknowledged GenAI’s efficiency benefits, tensions arose regarding content quality, instructional appropriateness, and ethical considerations. These findings highlight the need for teacher education programs to integrate AI literacy, prompt engineering, and ethical considerations to support responsible and effective GenAI use for lesson planning.