Abstract
The incorporation of generative artificial intelligence (GAI) into initial teacher education poses new challenges in the design of instructional materials and the development of teachers’ digital competence. This study analyzes how prospective secondary school teachers adopt these tools and their perceptions regarding their integration into actual educational practice. A descriptive study was conducted based on categorical content analysis and the analysis of frequencies and percentages, involving 30 students enrolled in the Master’s Degree in Teacher Education at the University of Santiago de Compostela. Data collection combined an analysis of instructional materials created using GAI tools with a final questionnaire designed to explore students’ attitudes toward their professional use. The results show a predominance of resources focused on exposition, linguistic analysis, and text creation, along with a limited presence of interactive and gamified activities. Responses to the questionnaire reflect a diversity of stances toward GAI, ranging from firm acceptance to attitudes of caution or rejection linked to pedagogical, ethical, and professional concerns. Based on these findings, the concept of “analogical generativity” is proposed, understood as the use of artificial intelligence to optimize established teaching practices without substantially altering pedagogical approaches. The study highlights the need to strengthen initial teacher education through critical approaches that foster a reflective pedagogical integration of artificial intelligence.