The Impact of Artificial Intelligence on Pre-Service Teachers’Professional Identity: A Quasi-Experimental Study during Teaching Internships

Faculty of Education and Human Development, The Education University of Hong Kong, 000000, Hong Kong, China

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Abstract

As artificial intelligence (AI) technology becomes more integrated into educational environments, teacher identity (TI) has emerged as a significant subject in teacher professional development, especially for pre-service educators. This research investigates the influence of AI tools— particularly those employed in home-school communication, student assessment, and instructional support—on the professional identity formation of future educators throughout their teaching internship period. The study employed a quasi-experimental design, categorizing 100 pre- service instructors into two groups: one subjected to AI-supported training (experimental group) and the other exposed to conventional teaching methods (control group). A validated TI Scale was administered at both pre- and post-intervention stages, measuring four dimensions: professional value, authority, emotional support role, and identity anxiety. Compared to control group, pre-service teachers who received AI assistance exhibited marked improvements in professional value, authority, and perceived support, alongside a marked reduction in identity anxiety. In contrast, traditional teaching internships were associated with declines across all dimensions and increased anxiety. These results imply that incorporating AI technologies may play a constructive role in stabilizing and enhancing TI, while also mitigating psychological stress during professional socialization. The study offers insights for teacher education programs integrating technology and support TI development in the digital age.