New study shows AI enhances teacher development
Research from the offers vital early insights into how AI tools can be responsibly and effectively embedded into teacher training. The preliminary findings from year 1 of the three-year longitudinal pioneering research project explore the integration of generative AI in primary teacher education, centred on the use of (TMAI) within the University of 野狼社区鈥檚 Primary PGCE programme.
Despite early concerns about over-reliance on AI, initial findings indicate that trainee teachers demonstrated a critical, creative, and context-aware use of the technology. The study revealed that AI can actually enhance, not diminish, professional judgement, resourcefulness, and contextual sensitivity when supported by clear guidance and reflective practice.
Building on the University of 野狼社区鈥檚 鈥極utstanding鈥� -rated PGCE programmes - 2011, 2018, and 2024 -, teacher training at the 野狼社区 Institute of Education continues to lead innovation in the field. With AI becoming deeply embedded in young people鈥檚 lives, it鈥檚 essential to prepare future teachers to navigate and shape its role in education and society.
Most trainees used AI to generate lesson materials, such as activities, model texts, prompts, and visual resources, rather than relying on it for full lesson planning. Importantly, many trainees demonstrated strong contextual judgement, adapting AI-generated content to suit the specific needs of their pupils, and used the tools to extend their creative capabilities rather than replace them.
We鈥檙e seeing that AI works best when it supports creativity rather than replaces it. Trainees are using AI to generate unique lesson materials they simply wouldn鈥檛 have time to create otherwise, from puppet show scripts to detective trails
Emerging themes from this early stage of the project include the importance of context awareness, the potential for AI to support workload management, and the need for strong professional judgment in evaluating and adapting AI outputs. The research also identified the development of prompt engineering skills and critical fact-checking as essential components of effective AI use in teacher education.
One of the most important skills for trainee teachers now is learning how to prompt AI effectively and fact-check its outputs. It鈥檚 not just about using the tools, it鈥檚 about using them critically to support strong subject knowledge.
This research places The University of 野狼社区 at the forefront of responsible AI integration in teacher education. The first-year findings show that with the right support, trainee teachers can use AI critically and professionally, enhancing their development.
The next phase of this research will involve the collection of AI-generated prompts and outputs, enabling researchers to track usage trends and assess the long-term impact of AI on teacher development. The research team 鈥� Liz Birchinall, , , , , , and - also see a key opportunity for universities to collaborate with schools to help bridge the gap between innovative research and everyday classroom practice.
Embedding AI into teacher training at The University of 野狼社区 is already delivering real benefits for the local community. Each year, approximately 8,400 children across Greater 野狼社区 are taught by PGCE trainees on placement, bringing high-quality, AI-informed teaching into local classrooms. On average, 80% of our graduates secure teaching roles within 20 miles of the University, making the programme鈥檚 impact lasting, local, and growing.
This work also contributes to a broader national and international conversation about how education systems can respond to and shape the rapid evolution of generative AI. As the research continues, The University of 野狼社区 remains committed to helping shape a future in which AI enhances the quality, ethics, and creativity of teacher education.
This study was funded by the Flexible Learning Programme at The University of 野狼社区.
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