The Influence of Procedural Scaffolding on pre-Service Teachers' Questioning Skills in Human-AI Collaborative Environment

For pre-service teachers to effectively leverage the potential of Generative Artificial Intelligence (Generative AI), they need to develop questioning skills. However, current research indicated that pre-service teachers lacked awareness of how to utilize Generative AI in their professional practice, leading to several challenges: difficulties in formulating precise instructions, and challenges in discerning potentially inaccurate content generated by Generative AI. To address these issues, this study focused on improving pre-service teachers' abilities in prompt design, result verification, and application within human-computer collaborative environments. Grounded in cognitive apprenticeship theory, the study constructed a procedural scaffolding and employed a quasi-experimental design to verify its impact on pre-service teachers' questioning skills and critical thinking. The results showed a significant enhancement in the questioning skills of pre-service teachers. The findings were analyzed, and recommendations were proposed to further support the integration of Generative AI into teacher education.