Abstract

Exploring the transformative potential of artificial intelligence (AI) in teacher education, the present study investigates its role in equipping teacher candidates with the skills to succeed in literacy instruction for Science of Teaching Reading (STR) certification. Conducted over three semesters with a predominantly female, first-generation, Hispanic student population, the study adopts a cyclical approach using an active learning cycle to enhance both teaching and learning practices. The research is shaped by three key questions: How can AI improve teacher candidates’ understanding of STR? How can AI enhance the instructor’s teaching practices? And, what ethical considerations surround AI usage? Participants mostly implemented AI tools ChatGPT and Grammarly, alongside non-AI methods like hand-drawn semantic maps and video demonstrations, to engage in literacy instruction. The findings highlight that while some participants were initially apprehensive about AI, the study fostered a shift toward appreciation of its potential as a learning resource. The present study revealed the importance of balancing AI with personal responsibility, and the need for tailored instructional strategies that account for linguistic and cultural diversity. The study demonstrates AI’s potential to empower teacher candidates and enhance literacy instruction, particularly in low-income communities facing significant literacy challenges.