Exploring the role of generative AI in science teacher education programs

Abstract

The introduction of transformative generative open AI (GenAI) has impacted science education, presenting opportunities for students and teachers to enhance teaching and learning efficiency. Equally GenAI poses challenges, including risks such as plagiarism and superficial engagement with content. Science teacher education programs play a key role in the way these opportunities are realized and how challenges are dealt with through educating the future generation of science teachers. Science teacher educators face the challenge to remodel their teaching program to showcase how GenAI is used appropriately. Their student teachers face the challenge of working with GenAI in their own learning, but also in their classroom teaching where their students in secondary education might be using GenAI. This interview study explored how science teacher educators and student-science teachers in the teacher training programs of the four technical universities in The Netherlands envisage the potential impact of GenAI on university science teacher education. Few of the teacher educators had actually used GenAI, compared to the number of student teachers that had used GenAI. Potential uses for GenAI in science teacher education and for science teaching in general were identified, as well as desired new learning goals. A strong need for a policy on the use of GenAI was expressed, including a need for clear guidelines and rules. The conclusion presents possible design characteristics for science teacher education to benefit from the advent of GenAI and circumvent associated risks.