Journal of Pedagogical Sociology and Psychology
The effect of the AI-supported lesson planning process on science teacher candidates’ technological pedagogical content knowledge and AI readiness
Fatih Gürbüz 1 * , Ayberk Bostan Sarıoğlan 2, Burcu Akbay 2
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1 Bayburt University, Faculty of Education, Department of Science Education, Bayburt, Türkiye
2 Balıkesir University, Necatibey Faculty of Education, Department of Science Education, Balıkesir, Türkiye
* Corresponding Author
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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, Online First, pp. -
https://doi.org/10.33902/JPSP.202647606

Article Type: Research Article

Published Online: 19 Aug 2026

Views: 3 | Downloads: 3

ABSTRACT
The rapid integration of generative artificial intelligence [AI] into educational settings has increased the need for teacher candidates not only to be prepared for AI but also to develop the competencies required to integrate it into their teaching practices meaningfully. Despite growing interest in AI-supported instruction, there is limited empirical evidence regarding whether teacher candidates' participation in AI-supported lesson planning simultaneously contributes to their technological-pedagogical content knowledge and AI readiness. This study investigated the effects of AI-supported lesson planning on pre-service teachers’ AI readiness and maker technological-pedagogical content knowledge. The study employed a single-group pretest-posttest quasi-experimental design with 41 second-year pre-service teachers. Over a 14-week intervention period, participants designed curriculum-aligned lesson plans by integrating productive AI tools into their instructional planning activities. Data were collected using the Artificial Intelligence Readiness Scale and the Maker Technological Pedagogical Content Knowledge Scale. Paired-sample t-tests were conducted to compare pretest and posttest scores. The findings revealed significant improvements in overall AI readiness and in the cognitive, skill, and perception dimensions, while no significant change was observed in maker technological-pedagogical content knowledge. These findings suggest that AI-supported lesson planning can enhance pre-service teachers' confidence and readiness in using AI; however, developing integrated pedagogical technology competencies requires longer-term, practice-oriented interventions. By distinguishing between AI readiness and pedagogical technology integration competencies, this study is expected to contribute to the emerging literature on AI integration in teacher education.
KEYWORDS
artificial intelligence AI readiness lesson planning pre-service teachers technological pedagogical content knowledge
In-text citation: (Gürbüz et al., 2026)
Reference: Gürbüz, F., Bostan Sarıoğlan, A., & Akbay, B. (2026). The effect of the AI-supported lesson planning process on science teacher candidates’ technological pedagogical content knowledge and AI readiness. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/JPSP.202647606
In-text citation: (1), (2), (3), etc.
Reference: Gürbüz F, Bostan Sarıoğlan A, Akbay B. The effect of the AI-supported lesson planning process on science teacher candidates’ technological pedagogical content knowledge and AI readiness. Journal of Pedagogical Sociology and Psychology. 2026. https://doi.org/10.33902/JPSP.202647606
In-text citation: (1), (2), (3), etc.
Reference: Gürbüz F, Bostan Sarıoğlan A, Akbay B. The effect of the AI-supported lesson planning process on science teacher candidates’ technological pedagogical content knowledge and AI readiness. Journal of Pedagogical Sociology and Psychology. 2026. https://doi.org/10.33902/JPSP.202647606
In-text citation: (Gürbüz et al., 2026)
Reference: Gürbüz, Fatih, Ayberk Bostan Sarıoğlan, and Burcu Akbay. "The effect of the AI-supported lesson planning process on science teacher candidates’ technological pedagogical content knowledge and AI readiness". Journal of Pedagogical Sociology and Psychology (2026). https://doi.org/10.33902/JPSP.202647606
In-text citation: (Gürbüz et al., 2026)
Reference: Gürbüz, F., Bostan Sarıoğlan, A., and Akbay, B. (2026). The effect of the AI-supported lesson planning process on science teacher candidates’ technological pedagogical content knowledge and AI readiness. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/JPSP.202647606
In-text citation: (Gürbüz et al., 2026)
Reference: Gürbüz, Fatih et al. "The effect of the AI-supported lesson planning process on science teacher candidates’ technological pedagogical content knowledge and AI readiness". Journal of Pedagogical Sociology and Psychology, 2026. https://doi.org/10.33902/JPSP.202647606
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