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The study investigates how pre-service mathematics teachers experience their preparation in AI-enabled environments.

August 11, 2026International Journal of Transformative Multidisciplinary Studies

Becoming Mathematics Teachers in the Age of Artificial Intelligence: A Narrative Inquiry into Pre-Service Teachers’ Lived Stories of Preparation and Change

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The study investigates how pre-service mathematics teachers experience their preparation in AI-enabled environments.
Qualitative narrative inquiry with three pre-service mathematics teachers
Data collected via semi-structured interviews
Analysis conducted using narrative and cross-narrative techniques
Participants reported positive impacts of AI on lesson preparation and instructional confidence.
Concerns included potential technological dependence and challenges in critical thinking.
Narratives indicated a shift in professional identity from traditional teaching to facilitative, ethical approaches.

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Narrative inquiry reveals how AI influences pre-service mathematics teachers' preparation and identity.

Rubin et al. (2026) studied this question.

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