What question did this study set out to answer?

This article aims to reconceptualize the use of generative AI in TESOL teacher education to prevent teacher de-skilling and dependency.

August 2, 2026TESOL QuarterlyOpen Access

Avoiding De‐Skilling and Dependency: A Practical Guide to Using Generative AI in TESOL Teacher Education

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Focused article argues for sustainable teacher learning in TESOL through careful GenAI integration, emphasizing competence and agency.

This article aims to reconceptualize the use of generative AI in TESOL teacher education to prevent teacher de-skilling and dependency.
Analyzed the risks of GenAI dependency in teacher education.
Outlined the five dimensions of professional GenAI competence (P-GenAI-C).
Provided design principles for engaging pre-service and in-service teachers with GenAI.
Emphasized the necessity of evidence-informed pedagogies for GenAI integration.
Highlighted design activities such as microteaching and structured reflection to promote teacher agency.
Stressed ethical considerations like digital exclusion and environmental impacts in using GenAI.

Kohnke et al. (2026) studied this question.

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