Academic Staff Experiences Regarding the Use of Generative Artificial Intelligence in Teacher Training: A Phenomenological Study

Abstract

This study aims to examine faculty members’ lived experiences regarding the use of generative artificial intelligence (AI) in teacher education from a phenomenological perspective, with a particular focus on uncovering the essence and meaning of these experiences. As generative AI technologies increasingly shape educational environments, they have begun to influence not only teaching practices but also the broader structure of teacher education programs. In this context, examining how academics interpret these technologies and integrate them into teaching practices is critical to understanding their pedagogical impacts. The research was designed within a qualitative framework using a phenomenological approach. The study group consisted of three faculty members selected through criterion sampling, all of whom had prior experience using generative AI tools in teacher education courses. Data were collected via a semi-structured forum, enabling an in-depth examination of the participants’ processes of meaning-making. The findings indicate that participants’ initial interactions with generative AI were largely driven by curiosity; however, this interaction evolved into a multifaceted experience encompassing pedagogical transformation, professional reflection, and ethical considerations. While generative AI was perceived as a tool that facilitates teaching processes and supports content development, concerns regarding the potential decline in academic integrity, originality, and critical thinking were also highlighted. Additionally, it was found that the integration of AI technologies contributes to the restructuring of faculty members’ professional identities and teaching roles. In conclusion, the study emphasizes that generative AI should be viewed not merely as a technical tool, but as a transformative element that reshapes pedagogical practices, professional identities, and the ethical dimensions of teaching. These findings underscore the need for structured pedagogical frameworks and ethical guidelines to support the effective integration of generative AI into teacher education.