The action-reflection process required in the age of GenAI

This paper explores the iterative refinement of university assignments for pre-service teachers (PSTs) at an Australian university, incorporating Generative AI (GenAI) technologies. Using Mohamed et al.'s (2022) conceptual framework, teacher educators engaged in three cycles of critical reflection to clarify and improve assignments as both students and educators adapted to GenAI's rapid development. Capturing an early phase of GenAI adoption, where GenAI’s limitations are still visible, the research highlights the dynamic evolution of educators' understanding of GenAI tools, underscoring the need for constant reflective practice to reassess goals, motivations, and assumptions about PSTs, GenAI, and assessment methods. Key themes emerging from the reflection process included the ethical responsibility educators bear in guiding students through the GenAI revolution, challenges with student engagement, and the necessity of constant reflection and adaptation as GenAI’s role in education evolves. Teacher educators are not only tasked with teaching unit content but also with fostering critical AI literacy, ensuring that students are prepared to navigate the complexities of GenAI integration in their future professional lives. This study contributes valuable insights to the literature on GenAI in education, underscoring the importance of adaptability, continuous learning, and ethical consideration in preparing future educators.