Algerian Pre-service English Teachers Perceptions of AI-Assisted Lesson Planning
Abstract
This study examines how final-year ENS (École Normale Supérieure) Constantine trainee English teachers evaluate the pedagogical value, limitations, and ethical implications of using generative AI for lesson planning during their compulsory school-based training. Drawing on semi-structured interviews with 44 trainees (22 Bac+5; 22 Bac+4), the study employs a qualitative thematic analysis to trace how trainees negotiate AI’s affordances in relation to the realities of their practicum settings, including curricular demands, inspection requirements, and classroom conditions in Algerian middle and secondary schools. Findings show that trainees view AI as a helpful starting point that accelerates idea generation, yet they consistently judge its outputs insufficient without substantial adaptation, particularly regarding assessment, differentiation and contextual relevance. Ethical concerns, apprehension about inspector scrutiny, and infrastructural limitations further restrict trainees’ willingness to adopt AI. Trainees call for practicum-embedded AI training, clear institutional guidelines and mentorsupervised classroom piloting to ensure responsible integration. The study highlights the need to align AI literacy, pedagogical training and institutional policy within preservice teacher education.Keywords:
AI-assisted lesson planning, EFL trainee teachers, practicum-embedded AI training, mentor-supervised piloting, ethical concernsDownloads
References
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1. Brief background: training level, school type.
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2. Prior experience: “Have you ever used an AI tool (e.g., ChatGPT)? If yes, describe how.”
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3. Use cases: “Can you describe a time you considered using or used AI to prepare a lesson? What did you ask it to do?” 84 A cAdemicu S inTern ATion Al Scien Tific Journ Al AcAdemicu S.edu.Al 84
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4. Perceived benefits: “What is useful about AI-generated lesson plans or activities for you?” (probe: time, creativity, scaffolding)
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5. Perceived shortcomings: “What problems or limits did you notice in AI outputs?” (probe: assessment, differentiation, cultural fit)
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6. Assessment concerns: “Would you use AI to design tests or rubrics? Why/why not?”
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7. Ethical concerns: “Do you worry about plagiarism, student misuse, or inspector reactions?”
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8. Training needs: “What training/support would enable you to use AI responsibly?” (probe: workshops, AI-TPACK, supervision)
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9. Institutional issues: “How do you think ENS/schools/inspectors should regulate or support AI use?”
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10. Differences by setting: “Do you think AI outputs require different adaptation for middle vs secondary schools?”
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11. Closing: “Anything else you wish to add about AI and your practicum?”
References
1. Brief background: training level, school type.
2. Prior experience: “Have you ever used an AI tool (e.g., ChatGPT)? If yes, describe how.”
3. Use cases: “Can you describe a time you considered using or used AI to prepare a lesson? What did you ask it to do?” 84 A cAdemicu S inTern ATion Al Scien Tific Journ Al AcAdemicu S.edu.Al 84
4. Perceived benefits: “What is useful about AI-generated lesson plans or activities for you?” (probe: time, creativity, scaffolding)
5. Perceived shortcomings: “What problems or limits did you notice in AI outputs?” (probe: assessment, differentiation, cultural fit)
6. Assessment concerns: “Would you use AI to design tests or rubrics? Why/why not?”
7. Ethical concerns: “Do you worry about plagiarism, student misuse, or inspector reactions?”
8. Training needs: “What training/support would enable you to use AI responsibly?” (probe: workshops, AI-TPACK, supervision)
9. Institutional issues: “How do you think ENS/schools/inspectors should regulate or support AI use?”
10. Differences by setting: “Do you think AI outputs require different adaptation for middle vs secondary schools?”
11. Closing: “Anything else you wish to add about AI and your practicum?”
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