Transforming Lesson Planning with ChatGPT: A Multi-Case Study of Texas Pre-Service and In-Service Educators

Abstract

This multi-case study explores how generative artificial intelligence (GenAI), specifically ChatGPT, influenced lesson planning in Texas teacher education. In-service and pre-service teachers developed lesson plans, revised them using ChatGPT-generated suggestions, and reflected on the benefits and challenges of AI integration. Pre- and post-intervention surveys were used to measure changes in attitude, perceived usefulness, ease of use, behavioral intention, and actual use. Results indicated increases across all five constructs, with especially strong gains in actual use and ease of use among pre-service teachers. Qualitative data revealed that teachers valued AI for enhancing lessons, offering additional instructional ideas, and improving student engagement. In-service teachers emphasized time efficiency and alignment with classroom needs, while pre-service teachers highlighted greater confidence and support during the planning process. Reported challenges included concerns about items such as accuracy, overreliance, tool complexity, ethical use, and the lack of human connection. Cross-case findings suggest that GenAI tools can support instructional planning when thoughtfully integrated and accompanied by professional development that reinforces teacher expertise.