AUTHOR=Storm-Mathisen Ardis , Giæver Tonje Hilde , Helle-Valle Jo , Engen Bård Ketil , Karstensen Steinar 
  
TITLE=Engagement with AI in teacher education—discourses, processes of domestication and dynamics of transformation
  
JOURNAL=Frontiers in Education
  
VOLUME=Volume 10 - 2025
  
YEAR=2026
  
URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1694082
  
DOI=10.3389/feduc.2025.1694082
  
ISSN=2504-284X
  
ABSTRACT=The public introduction of ChatGPT in 2022 marked a turning point in mainstream awareness of artificial intelligence (AI), catalyzing widespread debates on what it was, what it could be used for and how this would alter our world. In the domain of higher education, AI was framed as a transformative tool for knowledge production and pedagogical innovation, contingent on users’ critical technological awareness and competence. This study explores how AI was introduced, interpreted, and acted upon within a teacher education context in the aftermath of the ChatGPT release. It takes the authors’ own university faculty and an interdisciplinary digitalization network as its case and employs a methodology that combines a reflexive and autoethnographic approach with document and survey data analysis. By way of using discourse, domestication and social mechanisms as analytical concepts we identify central events, arguments and controversies in the larger context and discuss local ‘taming’ processes and dynamics. Our findings highlight both opportunities and challenges in integrating AI into teacher education. While the introduction of AI did set in motion transformations of established practices, it varied how these transformations were understood and reacted upon. When AI increasingly became ingrained and automated in teacher educators work technology, lack of institutional strategies to guide AI use in teacher educator practices individualized responsibilities and diversified orientations to and applications of AI in pedagogical processes. In this situation bottom-up organized discussion networks among colleagues from different teacher educator departments and subject fields scaffolded reflexive and transformative discussions and engagements with AI, as a context where taken-for granted knowledge and perspectives about these emergent technologies could be opened, vocalized, experimented with and challenged.