Mapping the dynamic co-transformation of teacher educators’ and pre-service teachers’ practices in AI-Enhanced material development

The growing use of generative AI in initial teacher education has begun to alter how pre-service teachers design, adapt, and justify teaching materials. This shift reshapes the roles and practices of both teacher educators and pre-service teachers, thus fostering a dynamic co-evolution of pedagogical practices. This descriptive case study, therefore, aims to map the dynamic co-transformation of material development practices among teacher educators and pre-service teachers from the lens of UNESCO’s AI Competency Framework for Teachers. Conducted within a state university’s initial language teacher education program with 8 pre-service EFL teachers and a teacher educator, we examined how pre-service English language teachers’ and teacher educators’ material development practices transformed. In this respect, data collection instruments included reflective journals, focus group discussions, artefacts, and retrospective, reflective, and prospective teacher educator journals. Data were analysed with thematic and mapping analysis based on AI Competency Framework. Findings revealed a reciprocal and multi-directional transformation among PSTs and TE centring around positioning of teacher agency, pedagogical enhancement, and AI adaptability through needs-based interactions. Finally, pedagogical and research-focused implications for teacher educators, pre-service teachers, and initial language teacher education program developers were presented.