Presentation Schedule
Student Teachers and Generative AI: A Qualitative Study on Self-Regulated Learning, Autonomy, and Pedagogical Tensions (97145)
Wednesday, 1 October 2025 17:50
Session: BCE Poster Session
Room: (B1) Poble Nou
Presentation Type:Poster Presentation
Viewed through the lens of self-regulated learning, the use of generative AI by students brings into focus tensions between autonomy, support, and educational judgment. This study examines how student teachers encounter and make sense of AI systems in their work. Their accounts reveal not only individual strategies but also deeper negotiations of educational meaning in the face of algorithmic assistance. Twelve semi-structured interviews were conducted with participants across a range of AI familiarity. Rather than focusing on tool efficacy, the analysis traces how students situate AI use within their evolving understanding of responsibility, agency, and learning. Building on SDT, the findings suggest three distinct modes of engagement: (1) pragmatic use aimed at efficiency and surface clarity, (2) reflective appropriation to support metacognitive processes, and (3) ambivalent distancing in response to uncertainty and normative friction. Participants describe tensions between the desire for immediacy and the pursuit of deeper engagement, as well as between externally structured guidance and internalized learning goals. These tensions are neither resolved nor passively endured; rather, they are actively negotiated within students’ efforts to define meaningful learning. Drawing on Helsper’s theory of educational antinomies, such contradictions are interpreted not as deficits or disorientation, but as constitutive moments of educational experience where pedagogical subjectivity emerges in the interplay of autonomy and heteronomy, personal sense-making and institutional norms. These accounts reveal not a stable or coherent pattern of AI use, but a dynamic reconfiguration of the normative expectations through which autonomy, responsibility, and agency are constituted in AI-mediated learning environments.
Authors:
Mana-Teresa Donner, TUD Dresden University of Technology, Germany
Sandra Hummel, TUD Dresden University of Technology, Germany
Syed Hur Abbas, TUD Dresden University of Technology, Germany
Gitanjali Wadhwa, TUD Dresden University of Technology, Germany
About the Presenter(s)
Ms Mana-Teresa Donner is a University Doctoral Student at TUD Dresden University of Technology in Germany
See this presentation on the full schedule – Wednesday Schedule
Comments
Powered by WP LinkPress