Generative artificial intelligence in teacher training: a narrative scoping review

Andrii O. Kolhatin

doi:10.55056/cte.920

Authors

Andrii O. Kolhatin Kryvyi Rih State Pedagogical University https://orcid.org/0000-0002-3125-3137

DOI:

https://doi.org/10.55056/cte.920

Keywords:

teacher education, AI literacy, pedagogical content knowledge, instructional design, professional development, ethical implications, educational frameworks, pre-service teachers, in-service teachers, AI integration, large language models

Abstract

The emergence of generative artificial intelligence (GenAI) has transformed various sectors, including education. This narrative scoping review examines how GenAI is being integrated into teacher training programs, exploring its applications, benefits, challenges, and implementation frameworks. By synthesizing findings from recent literature (2022-2025), we identify key themes including the development of AI literacy among teachers, the impact on pedagogical content knowledge, and ethical considerations in implementation. Our analysis reveals significant benefits of GenAI in enhancing teaching performance and facilitating personalized learning, while also highlighting challenges such as technical limitations, ethical concerns, and resistance to change. We identify gaps in current research, particularly in non-STEM subjects and ethical framework development, and suggest directions for future research to advance the responsible integration of GenAI in teacher education.

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