THE USE OF GENERATIVE AI IN OBSERVATION AND FEEDBACK PROCESS FOR PRE-SERVICE TEACHERS

Abstract

This study investigates the effectiveness of generative artificial intelligence (AI) in enhancing the observation and feedback process for pre-service teachers, as well as examines their perceptions of AI’s role in improving teaching practices through timely and constructive feedback. The research employed a quantitative design with data collected from a purposive sample of 60 pre-service teachers drawn from four higher secondary schools in Alipur Tehsil, District Muzaffargarh. Data collection tools included structured questionnaires to measure the effectiveness of AI-driven feedback to explore participants’ experiences and perceptions. The findings revealed that generative AI significantly enhanced the quality, consistency, and timeliness of feedback compared to traditional feedback methods. Pre-service teachers reported that AI-assisted feedback provided actionable insights that supported reflection and improved classroom performance. However, some participants highlighted the importance of integrating AI-generated feedback with human mentoring to ensure contextual understanding and emotional support. The study concludes that generative AI holds considerable potential to transform teacher education by streamlining observation and feedback processes. While AI feedback can strengthen self-reflection and professional growth, a blended approach that combines AI support with human expertise is recommended to ensure holistic teacher development.