Pre-service Teachers’ Experience of using Generative AI for Their Learning in the College: A Journey from Unfamiliarity to Critical Engagement

The purpose of this study was to explore how pre-service teachers improved their capacity and attitudes of using Generative AI for their learning in the college. The author collected weekly logs and assignments from 13 pre-service teachers enrolled in the “Sociology of Education” course throughout the spring semester in 2024. The participating pre-service teachers at first felt fear and unfamiliarity when using Generative AI in their learning. However, as they became gradually familiar with using Generative AI in their learning, they became to make better prompts and evaluate critically the responses from Generative AI beyond uncritically accepting or excessively relying on them. Finally, the pre-service teachers developed the attitude that, as future educators, in terms of collaborative intelligence as applied to AI, they should support students in actively using Generative AI for learning.