Author Information
Almubarak, University of Pendidikan Indonesia, IndonesiaYusi Riska Yustiana, University of Pendidikan Indonesia, Indonesia
Nahadi, University of Pendidikan Indonesia, Indonesia
Ida Kaniawati, University of Pendidikan Indonesia, Indonesia
Galuh Yuliani, University of Pendidikan Indonesia, Indonesia
Abstract
The integration of artificial intelligence (AI) in pre-service teacher education is increasingly relevant in response to the growing complexity of technology-based learning environments. Understanding student perceptions is crucial for determining how AI can be meaningfully adopted in school learning practices, particularly regarding its usefulness, ease of use, and level of trust in the technology. However, empirical studies examining pre-service teachers' experiences with AI during school-based teaching practice remain limited. This study investigated the experiences of pre-service chemistry teacher students in using AI as part of their learning preparation in the school settings. A mixed-methods design was employed, involving final-semester students from the Chemistry Education Study Program at the University of Lambung Mangkurat, Indonesia (N = 50), who were participating in a teaching practice program at school. Quantitative data were collected through a Technology Acceptance Model (TAM)-based questionnaire supplemented by in-depth interviews. The results indicated that students view AI as a helpful tool for accessing learning resources, developing teaching materials, and generating creative ideas for learning. At the same time, some students remained cautious about trusting the accuracy and scientific reliability of AI-generated information, leading them to rely on verification processes and pedagogical guidance. Furthermore, the majority of students strongly recommended the need for structured training or workshops to support more optimal use of AI in learning. These findings indicated a tension between independent use of AI and the need for pedagogical and institutional support, underscoring the importance of targeted, ethical, and pedagogically grounded integration of AI into the curriculum.
Paper Information
Conference: ACE2025Stream: Teaching Experiences
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Almubarak ., Yustiana Y., Nahadi ., Kaniawati I., & Yuliani G. (2026) Becoming a Chemistry Teacher in the Age of AI: Pedagogical Encounters From School-Based Teaching Practice ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 645-663) https://doi.org/10.22492/issn.2186-5892.2026.51
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.51
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