Abstract
If generative AI can reduce the cognitive load associated with preliminary planning tasks, beginning teachers might gain space to develop their lessons and adapt instruction more quickly. This study employed a directed qualitative content analysis to examine how beginning teachers modify AI-generated lesson plans in ways that reflect pedagogical reasoning. Data collection occurred throughout the instructional cycle. Artifacts analyzed included 1) modified AI-generated lesson plans 2) recorded lesson implementation videos, 3) written or video reflections, and 4) open ended survey questions. The study yielded 88 qualitative artifacts and 26 open-ended responses. Findings indicate that while AI provides a useful baseline for procedural planning, it does not account for contextual or relational complexity. Specifically, beginning teachers used generative AI strategically to maintain teacher expertise to meet the needs of students. Teachers acted as pedagogical mediators: reviewing, revising, and customizing AI-generated content to ensure that it was instructionally sound, relevant, and responsive.
Rights
© 2026 The Authors
Recommended Citation
Wilcoxen, Chris; Steiner, Amanda; and Bell, Julie, "Integrating AI in Lesson Planning: Critical Reflection and Thoughtful Implementation" (2026). The Interdisciplinary Journal for Research on Pedagogy and Learning Design, Vol. 1, Issue 1., Fall 2026. 2.
https://openprairie.sdstate.edu/ijrpld/2
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License