As generative artificial intelligence (GenAI) tools become increasingly accessible, teacher preparation programs face urgent questions about how preservice teachers are actually using these tools and what they perceive as appropriate, ethical, and useful practice. This session presents findings from a mixed-methods study examining preservice teachers’ use and perceptions of GenAI within special education coursework at a public university. Using the Technology Acceptance Model as a guiding framework, the study explored how teacher candidates engaged with GenAI across different assignment types, their perceived usefulness and ease of use, and the alignment (or misalignment) between use and trust.Results indicate that while most candidates used GenAI for brainstorming and editing, they expressed uncertainty about ethical boundaries, instructional reliability, and GenAI’s appropriateness for supporting students with disabilities. Participants reported a clear need for explicit guidance, ethical instruction, and modeling of responsible classroom integration.This session will share key findings and translate them into actionable implications for teacher educators, focusing on assignment design, policy clarity, and instructional supports that promote responsible, equity-centered GenAI use in teacher preparation programs.
