Hängen KI-bezogene Wahrnehmungen von Lehramtsanwärter*innen von digitalisierungsbezogenen Kompetenzen und Einstellungen ab?

Today's student teachers and pre-service teachers belong, in majority, to 'Generation Z', whose socialisation occurred in a world of digital technology. In contrast, the widespread availability of generative AI tools is also a recent development to this cohort. Since the advent of ChatGPT in schools, teachers struggle to find ways to deal with it. Standardized approaches thereto are desirable but widely non-existent to date. This paper examines how general digitisation-related competences and attitudes shape AI-specific attitudes, competence, and intentions to use AI in the school context in a sample of 918 pre-service teachers. Established measures of general competences and attitudes are submitted to exploratory second-order-factor analysis, while items focusing views on AI, which had been created in dialogue with practitioners, are submitted to analyses on item level. Multiple regression models reveal that AI-specific attitudes are impacted by general digital-related attitudes, but not by perceived competence. In contrast, AI competences and intentions to use AI depend on both, attitude and competence. Implications for teacher education programmes are discussed.