While artificial intelligence (AI) is increasingly used in educational settings, its integration into teacher education curricula remains limited. In spring 2023, we surveyed 1,687 preservice teachers at the University of Cologne, Germany, to examine how their self-assessed digital self-efficacy relates to their attitudes towards and use of ChatGPT in education. This is further supported by an exploration of preservice teachers' expectations regarding how schools and universities should integrate AI resources into teaching and learning. Our findings indicate a statistically significant association between preservice teachers' perceived digital self-efficacy and their attitudes with small to moderate effect sizes. Qualitative data highlight a desire for foundational digital literacy training. Preservice teachers with positive attitudes towards ChatGPT reported higher digital self-efficacy; those with negative attitudes reported lower self-efficacy. While self-reported data limits interpretation, our findings provide an initial overview and suggest implications for AI's role in teacher education and evolving professional expectations.
Heine et al. (Fri,) studied this question.