Sparking Teacher Educators’ Engagement with Generative AI through Narrative Case Studies: Ethical Considerations and Pedagogical Implications

Author Information

• Brady Nash, University of FloridaFollow
• Ann Mackenzie, Miami University and North-West University, South AfricaFollow
• Todd Edwards, Miami UniversityFollow
• Sherrill Sellers, Miami University - OxfordFollow

Abstract

This study examines how teacher educators critically engage with generative AI through narrative case studies, highlighting ethical and pedagogical considerations in teacher preparation. Grounded in threshold concepts —transformative disciplinary ideas that emphasize equity and justice —the research highlights educators’ concerns about AI’s impact on academic integrity, algorithmic bias, and teacher-student relationships. Analyzing discussions of the cases among multidisciplinary faculty and preservice teachers reveals tensions between AI’s transformative potential and the ethical challenges it poses. Findings underscore the need to integrate nuanced, reflective case-based learning into teacher preparation programs, fostering informed ethical decision-making and pedagogical adaptability in response to generative AI.

Recommended Citation

Nash, Brady; Mackenzie, Ann; Edwards, Todd; and Sellers, Sherrill (2026) "Sparking Teacher Educators’ Engagement with Generative AI through Narrative Case Studies: Ethical Considerations and Pedagogical Implications," Ohio Journal of Teacher Education: Vol. 41: No. 1, Article 3.
Available at: https://www.exhibit.xavier.edu/ojte/vol41/iss1/3