Fostering language student teachers’ transformative agency for embracing GenAI: A formative intervention

This study aimed to explore the impact of a formative intervention on Australian student teachers’ agency when engaging with GenAI. Student teachers undertook structured group tasks using GenAI to prepare teaching materials, including output evaluation, prompt revision, and reflective discussion. Analysis of their GenAI interactions and discussions demonstrates the development of transformative agency as they evaluated GenAI outputs and formed personal learning goals. The results suggest that this formative intervention offers a framework for integrating GenAI skills with other types of professional knowledge, highlighting the importance of designing collaborative learning tasks that focus on GenAI use for authentic professional tasks.