Generative KI und das Lehramtsstudium

Teacher education is changing as generative AI has become widely embedded in everyday practices. This article describes current approaches to teacher education in this configuration: One approach emphasizes ‘learning with AI’, focusing on the integration of generative AI into teaching practice. A second prioritizes ‘learning about AI’, encouraging critical reflection on its broader ethical, planetary, cultural, neocolonial, political, and economic dimensions. The latter approach suspends what is often felt as an urgency of practice to create a ‘mondial’ university that values experimental world-making over instrumental outcomes. Teacher education often sits at the nexus of practical skills (e.g., prompt engineering) and deeper critique (e.g., questioning AI’s societal role). Ultimately, when designing teacher education programs for engaging with generative AI, the very purpose of education is at stake.