AI versus teacher feedback in developing pre-service teachers’ teaching self-efficacy: A Quasi-experimental study in simulated teaching

Zhang C, Hu M, Wu W, Chen Y, Wang K, Gao T, Fu Q (2026)

Publication Type: Journal article

Publication year: 2026

Journal

Teaching and Teacher Education Elsevier

Book Volume: 172

Article Number: 105355

DOI: 10.1016/j.tate.2025.105355

Abstract

Microteaching is a core component of pre-service teacher preparation for developing instructional competence. This quasi-experimental study examined how AI-generated versus teacher-provided feedback affects pre-service mathematics teachers’ teaching self-efficacy, perceptions of credibility and usefulness, and exogenous cognitive load in simulated teaching. Participants were allocated to either an AI feedback group (n = 20) or a teacher feedback group (n = 19). Linear mixed model analyses showed that both types of feedback significantly enhanced self-efficacy across three domains: student engagement, instructional strategies, and classroom management. However, teacher feedback was rated significantly higher in perceived credibility and usefulness. Furthermore, ANCOVA results indicated that exogenous cognitive load significantly influenced how participants perceived feedback usefulness. These findings highlight the promise of AI-generated feedback as a scalable tool for teacher development while revealing limitations in its perceived trustworthiness. Future research should prioritize cognitively manageable, pedagogically meaningful AI feedback systems to enhance both acceptance and instructional impact.

Authors with CRIS profile

Yanfen Chen Lehrstuhl für Schulpädagogik mit dem Schwerpunkt empirische Unterrichtsforschung

Involved external institutions

Shanghai Normal University / 上海师范大学 CN China (CN) Beijing Normal University CN China (CN) Zhejiang International Studies University (ZISU) / 浙江外国语学院 CN China (CN) NCC Ningbo City College of Vocational and Technology CN China (CN) Ningbo University / 宁波大学 CN China (CN)

How to cite

APA:

Zhang, C., Hu, M., Wu, W., Chen, Y., Wang, K., Gao, T., & Fu, Q. (2026). AI versus teacher feedback in developing pre-service teachers’ teaching self-efficacy: A Quasi-experimental study in simulated teaching. Teaching and Teacher Education, 172. https://doi.org/10.1016/j.tate.2025.105355

MLA:

Zhang, Chengming, et al. "AI versus teacher feedback in developing pre-service teachers’ teaching self-efficacy: A Quasi-experimental study in simulated teaching." Teaching and Teacher Education 172 (2026).

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