This research aims to explore the support that ChatGPT can provide to pre-service teachers in the process of lesson planning. The study specifically investigates how ChatGPT can enhance the development of interactive, engaging, and more personalized lesson plans, optimizing both efficiency and creativity in educational design.

This qualitative case study research investigates the role of ChatGPT in aiding pre-service teachers in the process of lesson planning. This experimental research, which is conducted based on a structured one-week workshop to train pre-service teachers on collaborating with ChatGPT in their class preparation process, aims to explore how AI can enhance creativity, engagement, and improve the efficiency of lesson planning in teacher education programs.

This study was implemented in the context of a teacher preparation program at Ohio University in the United States, where pre-service teachers are enrolled in a class designed to prepare them to incorporate technology into their future classrooms. The mandatory workshop on AI was part of the technology class and emphasized the importance of using AI as an ally and supportive partner for teachers, especially in the process of lesson planning and class preparation.

The qualitative data were collected through lesson plan artifacts, observation notes, and reflective interviews. This triangulated data collection method allows for an in-depth understanding of the participants’ experiences and perceptions toward AI-assisted planning. While current and growing research explores many aspects of AI applications in education, experiment-based research on AI tools aiding teachers is still limited.

Therefore, this research aims to fill the gap in the literature by focusing on a particular group of teachers—pre-service teachers—who are not yet experienced in teaching, and how tools like AI and ChatGPT can aid them in the process of learning, practicing, and enhancing their teaching practices. Furthermore, the research is conducted in a workshop-based setting in which live experiments were carried out on how ChatGPT is used, moving beyond merely theoretical opinions into actual applied pedagogical use.Moreover, this research does not only examine whether ChatGPT works, but also investigates how it contributes to improving teaching practices by assisting in lesson planning.

The designed workshop in which this research is based on, aimed to prepare pre-service teachers in the teacher education program work and collaborate with AI tool, especially ChatGPT, to build pedagogical knowledge. The workshop began with a general introduction of ChatGPT and AI in education with example of some current applications available. It also offered foundational AI literacy and discussing ethical considerations such as bias, academic integrity, and the importance of critical evaluation of the content generated by the AI. The workshop then reviewed the core components of effective lesson planning, including setting clear learning objectives, aligning with curriculum standards, selecting appropriate materials, designing engaging procedures, incorporating assessments, and planning for differentiation. A significant portion of the workshop focused on prompt engineering, teaching participants how to craft effective prompts to generate high-quality, contextually relevant responses from ChatGPT. This included practical exercises where teachers used AI to generate objectives, brainstorm activities, create assessments, and develop formative checks. Pre-service teachers engaged in collaborative lesson planning exercises, using ChatGPT to co-create and revise lessons while learning how to critically evaluate AI outputs for alignment with learning goals and classroom needs. The workshop also addressed the use of ChatGPT to enhance creativity and student engagement, showing participants how to use AI to create culturally responsive content, real-world connections, and differentiated instructional materials. Another important component involved integrating ChatGPT with other educational technologies to design tech-enhanced instruction, aligning with models like TPACK and SAMR. Reflective practice was emphasized throughout the workshop, encouraging participants to document their experiences with ChatGPT, reflect on its benefits and limitations, and consider how it can support their future teaching. Overall, the workshop aimed to shift the perception of AI from a novelty or threat to a practical and supportive tool in the hands of educators, empowering pre-service teachers to use ChatGPT thoughtfully, ethically, and creatively in their lesson planning and instructional design.

The initial findings of this ongoing study revealed that ChatGPT can assist teachers—especially novice and pre-service teachers—in brainstorming ideas, enhancing existing ones, and increasing confidence in designing class materials. This research contributes to the growing interest in AI in teacher education by offering practical insights into how AI tools like ChatGPT can become valuable partners for teachers throughout their careers.

Aymen (Amy) Khazaal

Instructor of Record at Ohio University - Main Campus (Athens)

Dr. Min Lun (Alan) Wu

Associate Professor at Ohio University - Main Campus (Athens)

Dr. Yuchun Zhou

Professor at Ohio University - Main Campus (Athens)