Game-Changer or Challenge? An Exploratory Mixed-Method Investigation into AI and Pre-Service Teachers’ Efficacy

Using a mixed-method approach, this study investigates the potential impact of the introduction of Artificial Intelligence (AI) tools on the self-efficacy beliefs of pre-service teachers. Over a 30-week period of instruction, quantitative data from the Teacher Sense of Efficacy Scale (TSES) revealed a statistically significant increase in participants’ sense of self-efficacy. Qualitative data from interviews highlighted benefits such as enhanced instructional confidence, expanded pedagogical repertoires, improved feedback practices, and the fostering of reflective practices. However, there also emerged a number of challenges, including the risk of over-reliance on AI, potentially undermining critical engagement, constraining originality, and creating identity-related tensions. The findings suggest that while the integration of AI tools demonstrates huge potential, teacher education programs must prioritise critical engagement with AI outputs and design-based learning to ensure teachers retain agency and promote responsible AI use in education.