Abstract
This TDLEG-funded project investigates how generative artificial intelligence (GenAI) can enhance lesson planning and lesson-plan writing among pre-service teachers in teacher training programmes. It addresses persistent challenges in lesson design, including bridging the gap between educational theory and classroom practice, designing differentiated instruction and learning tasks, and developing level-appropriate assessments.
Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the project introduces an independently developed GenAI-powered platform, Plan Master AI (PM AI), to examine how GenAI can support the development of TPACK competencies. Using a mixed-methods design, we analyse pre-service teachers’ cognitive processes and instructional strategies as they use PM AI for Chinese lesson planning.
Findings indicate that PM AI streamlines lesson-plan creation, supports the integration of innovative pedagogies with practical realities, and strengthens alignment between instructional objectives and teaching processes. The platform also fosters pre-service teachers’ AI-related skills. Most participants demonstrated strong adaptability and a willingness to embrace cutting-edge technology in their teaching design.
These insights have important implications for optimising teacher education curricula, improving the quality of Chinese language instruction, and advancing the integration of technology into practice, offering practical guidance for the continued development of teacher-education initiatives.
Beyond immediate gains, the project cultivates future-ready graduate competencies in AI-supported design and ethical use; provides scalable, reusable templates, prompts, and rubrics that can be adopted across courses; and increases efficiency without compromising quality through streamlined workflows and stronger alignment for quality assurance.
Presenter(s) / Author(s)
