Primary school teachers’ perceptions towards the use of generative AI in teaching using lesson study

Purpose The research, carried out with three lesson study teams in two primary schools in Malta, focuses on teachers’ changing perceptions of using Generative Artificial Intelligence (GenAI) in teaching using lesson study. The study seeks to discern how teachers’ interpretation and judgement towards the use of AI may lead them to its future integration in teaching. Design/methodology/approach This paper presents a multiple-case case study for an in-depth analysis of teachers’ perceptions towards the employment of AI in formal educational settings. Data, from email interviews with the three teachers teaching the lessons and detailed reports of each lesson study group, are analysed using the Technology Acceptance Model (TAM) as a theoretical lens. Findings Teachers’ use of GenAI in teaching using lesson study positively enhanced their perceptions and attitudes towards AI. It boosted their agency instigating them to intentionally see how to learn more about its employment to improve students’ learning experiences. Originality/value Using the TAM to examine teachers’ perceptions of using GenAI in teaching using lesson study, this research offers insights into teachers’ attitudes towards emerging technologies. It also provides implications for the design of professional development programmes through the integration of GenAI for teacher support.