Perceptions of the use of Generative Artificial Intelligence in the training of future teachers Percepciones del uso de Inteligencia Artificial Generativa en la formación de futuras Maestras

Abstract

This study explores the perceptions of teacher education students regarding the learning potential that Generative Artificial Intelligence (GAI) offers in their academic training. It examines how they integrate GAI into their educational activities, their motivations for using it, and the challenges they face, including issues of authorship and recognition of AI-generated content. The research is conducted within the context of the Educational Informatics and Computational Thinking courses, where GAI is introduced as a curricular component. Using a qualitative methodology with a phenomenological approach, semi-structured interviews and focus groups were conducted with first- and second-year teacher education students. The findings suggest that students use GAI to optimize time in writing tasks, generate summaries, and organize information in a more structured way. On the other hand, they also face difficulties in verifying information and attributing AI-generated content. Students’ perceptions of their teachers' use of GAI range from rejection and skepticism to indifference and conditional acceptance, depending on its perceived usefulness and application in learning. The results highlight the need to strengthen digital literacy and ethical training, ensuring that future educators integrate these tools critically and reflectively into their professional practices.