Embracing the Future: An Investigation into Teacher Educators' Acceptance of Generative AI in Educators Preparation Programs

Abstract

This study explored teacher educators' acceptance and perceptions of using generative artificial intelligence (GenAI) in their practices, particularly with preservice teachers. Guided by the Technology Acceptance Model Plus Plus (TAM++), this study utilized a comprehensive survey methodology to investigate perceived usefulness (PU), perceived ease of use (PEU), attitudes toward using GenAI, and GenAI frequency of use. Emerging literature underscores the necessity of integrating GenAI into teacher education, highlighted by reflections from the National Technology Leadership Summit (NTLS). The study used an 18-item survey that included a Likert scale and open-ended questions. Preliminary findings indicate excellent reliability and validity for the TAM++ instrument. Fifty-three teacher educators from across the US responded to the survey. Results showed that teacher educators perceived the usefulness of GenAI significantly higher than the perceived usefulness of their preservice teachers. At the same time, there was no difference in the ease of use factor. We calculated a difference in the score between GenAI orientation and GenAI concern, which revealed a bimodal distribution, with 30.02% of teachers showing more concern than positive orientation. Finally, a stepwise regression predicting the frequency of GenAI use showed only one predictor AI Orientation was significant F(2,52)=46.80 p<.001 R²=.479. As GenAI continues to evolve, it is imperative that educational stakeholders critically assess and address the concerns of teacher educators to foster an environment that supports effective and beneficial integration of AI technologies. Ensuring that teacher educators are well-informed and consider ethical and pragmatic elements of GenAI will be crucial in maximizing its potential benefits in teacher education. Future research should continue to explore these dynamics as GenAI becomes increasingly embedded in educational contexts, with a focus on developing strategies to enhance acceptance and optimize instructional outcomes.