Preservice Teacher Autonomy in the Instructional Use of Artificial Intelligence

Teacher autonomy is important for teachers to practice as it provides them with an avenue to emphasize and implement their own ways during classroom instruction. While there are studies contextualizing its importance, fewer are focusing on the preservice teachers’ perspective on their autonomy, especially in the instructional use of AI. This study used an explanatory sequential mixed-method research design to measure the autonomy of the preservice teachers in the instructional use of artificial intelligence. A total of 52 preservice teachers across different teacher education degree programs participated in answering the survey questions, while 17 were given open-ended questions for the qualitative component. The findings revealed that preservice teachers displayed both high general and curriculum autonomy in the instructional use of AI. Moreover, although preservice teachers are directly exposed to AI, it is apparent in their responses that they mainly see it as a support tool that provides them with ideas and content, which they integrate into their instruction with caution. This suggests that while preservice teachers value AI in their instruction, they still have the final say on how and when they apply it, clearly affirming that teacher autonomy remains primary and AI dependence remains secondary.