GenAI as a Partner for Lesson Planning

Insights from an Exploratory Study with Pre-Service Science Teachers

Abstract

Generative AI (GenAI) is increasingly present in teacher education, yet systematic integration into curricula remains limited. This exploratory study examined how ten pre-service science teachers experienced GenAI as a lesson-planning partner during an eight-week master’s course for future upper secondary science teachers in Denmark. GenAI was embedded as a central pedagogical component, with students using it iteratively for lesson planning while reflecting critically on its outputs. Pre- and posttest questionnaires showed that GenAI Literacy scores increased significantly, while perspectives on GenAI's broader role in schools remained stable. Students valued GenAI as a ‘thinking partner’ for generating ideas and overcoming planning barriers, but reported persistent challenges, including inaccurate outputs and difficulty aligning suggestions with personal pedagogical intentions. Despite these challenges, most students intended to continue using GenAI in future teaching. Findings suggest structured, reflective GenAI integration can strengthen literacy while preserving critical, professional judgment.