Document Type

Article

Publication Title

Cogent Education

Publication Date

2026

Keywords

preservice teachers, AI (peer) review, effective feedback, guided reading, teacher preparation

Abstract

This study examines the role of AI peer reviewers in evaluating preservice teachers’ guided reading lesson plans at a U.S. university. A quasi-experimental design compared two groups: one receiving traditional human peer reviews and another using ChatGPT as a peer reviewer. Data sources included peer review reports and student survey responses. Grounded in the Zone of Proximal Development and effective feedback literature, the study investigates how AI feedback influences critical thinking and engagement during lesson planning. It also explores preservice teachers’ attitudes toward AI versus human feedback. The findings demonstrate both the advantages and disadvantages of AI-generated feedback which provides valuable information about its effectiveness and trustworthiness in teacher preparation. The study adds to the discussion about implementing AI in teaching methods and the changing nature of peer review in teacher training programs.

Funding Source

This article was published Open Access thanks to a transformative agreement between Milner Library and Taylor & Francis.

Comments

First published in Cogent Education (2026): https://doi.org/10.1080/2331186X.2026.2624898

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

DOI

10.1080/2331186X.2026.2624898

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