Abstract
This study explores the lived experiences of B.Ed. pre-service teachers using Artificial Intelligence (AI) tools during school internship. Although research increasingly examines AI adoption, ethical concerns, teacher readiness, and digital competence, comparatively less attention has been given to what pre-service teachers experience when AI is used in real school classrooms. An interpretive phenomenological orientation was used with eight fourth-semester B.Ed. students purposively selected from two Indian universities. Semi-structured interviews containing 15 questions were analysed through systematic coding and thematic interpretation. Findings indicate three broad patterns of AI use: Content Generation, language Focused, and Interactive Learning Tools. Participants perceived AI as useful for Lesson Organization and Delivery, Student Engagement and Motivation, Communication and Inclusivity, and Confidence and Professional Growth. They also described Technical and Infrastructural Constraints, Accuracy and Reliability Concerns, Ethical and Pedagogical Risks, and Lack of Support & Resistance. The study interprets these experiences through the Technology Acceptance Model (TAM), showing that perceived usefulness is shaped by contextual conditions. The findings suggest that teacher education should move beyond general AI awareness toward guided, ethical, context-sensitive preparation combining technological competence with verification, pedagogical judgement, and institutional support.
Keywords
- Artificial Intelligence (AI)
- Pre-service teachers
- AI in education
- Classroom teaching
- School internship
- Technology Acceptance Model
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