The Perceptions of GenAI Tools in Lesson Planning: Implications for Science Teacher Education
Document Type
Article
Publication Date
2026
Publication Title
Contemporary Issues in Technology & Teacher Education
Volume
26
Issue
2
Abstract
This exploratory study examined how early-career teachers in a science, technology, engineering, and mathematics (STEM) methods course, the majority of whom were science teachers, engaged with generative artificial intelligence (GenAI) tools in lesson planning, examining patterns of use, perceived affordances and challenges, and factors influencing adoption. Grounded in the Technology Acceptance Model framework, this study investigated shifts in pedagogical knowledge and technological pedagogical content knowledge among nine participants enrolled in the course. Findings indicate that structured exposure to GenAI tools enhanced participants’ confidence and competence in integrating technology into lesson design. While some participants embraced GenAI for tasks such as assessment creation and brainstorming, others paused due to concerns about accuracy, ethical implications, and reliance on district-provided or mentor-developed materials. Although the cohort included two early-career mathematics teachers, seven of the nine participants were early-career science teachers. This study highlights the importance of critical AI literacy in shaping the adoption of GenAI tools in STEM education. Implications for teacher preparation include the need for thoughtful integration, ethical guidance, and sustained professional development to support responsible and effective use of GenAI in education.
Rights
© 2026 CITE Journal
Articles licensed under the CC Attribution-NonCommercial License.
ORCID
0000-0001-8560-779X (Smith-Mutegi)
Original Publication Citation
Smith-Mutegi, D., Miles, M., & Mohorn-Mintah, O. (2026). The perceptions of GenAI tools in lesson planning: Implications for science teacher education. Contemporary Issues in Technology & Teacher Education, 26(2). https://citejournal.org/volume-26/issue-2-26/science/the-perceptions-of-genai-tools-in-lesson-planning-implications-for-science-teacher-education
Repository Citation
Smith-Mutegi, Demetrice; Miles, Monica; and Mohorn-Mintah, Olayinka, "The Perceptions of GenAI Tools in Lesson Planning: Implications for Science Teacher Education" (2026). Teaching & Learning Faculty Publications. 306.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/306