Professional writing practices and GenAI in initial teacher education: a sociocultural perspective on the practicum

This study examines how Chilean pre-service teachers use GenAI to develop professional writing genres during their practicum. Using a sociocultural approach to writing, we analyse GenAI as a cultural mediator in the enculturation process into the teaching profession. Based on two rounds of interviews with 36 participants, our findings revealed three main uses of GenAI: creative support in lesson planning, contextual adaptation of materials, and task optimization. However, deeper analysis reveals two problematic patterns: participants employ GenAI strategically to meet institutional demands without developing underlying pedagogical understanding, and they delegate core competencies while believing they possess sufficient professional judgment to evaluate AI outputs. This ‘pseudo-enculturation’ reproduces expected discursive forms without developing the evaluative judgment that gives them meaning. Findings challenge purely punitive approaches and emphasize the need for ITE programmes to foster theoretically grounded, critically reflective relationships with GenAI that support rather than bypass authentic professional development.