Algerian Pre-service English Teachers’ Perceptions of AI-Assisted Lesson Planning

Abstract

This study examines how final-year ENS (École Normale Supérieure) Constantine trainee English teachers evaluate the pedagogical value, limitations, and ethical implications of using generative AI for lesson planning during their compulsory school-based training. Drawing on semi-structured interviews with 44 trainees (22 Bac+5; 22 Bac+4), the study employs a qualitative thematic analysis to trace how trainees negotiate AI’s affordances in relation to the realities of their practicum settings, including curricular demands, inspection requirements, and classroom conditions in Algerian middle and secondary schools. Findings show that trainees view AI as a helpful starting point that accelerates idea generation, yet they consistently judge its outputs insufficient without substantial adaptation, particularly regarding assessment, differentiation and contextual relevance. Ethical concerns, apprehension about inspector scrutiny, and infrastructural limitations further restrict trainees’ willingness to adopt AI. Trainees call for practicum-embedded AI training, clear institutional guidelines and mentor-supervised classroom piloting to ensure responsible integration. The study highlights the need to align AI literacy, pedagogical training and institutional policy within pre-service teacher education.