Abstract
In this study, two literacy teacher educators developed a lesson plan activity to be completed during a focus group interview. Protocols for the focus group were developed using the AI literacy framework. The purpose of the study was to explore preservice teachers’ (PSTs) interactions with GenAI and how GenAI functioned as evaluators of their lesson plans. Analysis revealed PSTs’ varying levels of engagement with the chatbots, highlighting the need for teacher educators to guide effective communication with GenAI technologies. Additionally, PSTs found chatbots’ feedback helpful, viewing them as “besties.” Results showed a blend of human and machine feedback offered significant implications for teacher educators, suggesting the potential benefits of integrating blended feedback systems in teacher preparation programs. © 2025 ISTE.