Leveraging AI for Self-Reflection in Teacher Training: Insights from Jamaican Trainee Teachers

Shaneille Samuels, Orinthia Fisher-Howe, Kimberley Haye, Nicole Jacobs, Denneil Cunningham, Conley Morris

Abstract: This study investigates how Jamaican trainee teachers utilize artificial intelligence (AI) tools for self-reflection during teacher training. Drawing on both quantitative and qualitative data from 30 trainee teachers and 15 educators across six institutions, the research identifies the benefits, challenges, and perceived impacts of AI integration on professional development. Findings reveal that most trainees used tools like ChatGPT and Grammarly to enhance lesson planning, assess classroom strategies, and refine content delivery. While AI-supported reflection promoted efficiency and instructional clarity, concerns arose around over-reliance, inconsistent output, and contextual misalignment with local curricula. The study concludes that AI has promising potential in teacher training, provided structured support and balanced human oversight are maintained.

Keywords: trainee teachers, artificial intelligence, self-reflection, teacher education, lesson planning