Abstract

Generative artificial intelligence (GAI) is a recent technology with valuable contributions to many educational fields, including initial and continuing teacher education. An essential component of teacher training is related to lesson planning, namely, the step-by-step anticipation of the stages of educational actions, integrating strategic decisions about what students will learn and how they will learn. Developing lesson planning skills is a complex process that takes place over years of initial and continuing training, through theoretical courses and consistent teaching practicum. The primary goal of this article is to present best practices in prompting engineering that contribute to innovative and relevant lesson planning. Access through GAI to a huge amount of theoretical data offers a unique opportunity to facilitate the construction of lesson plans according to the many existing psycho-pedagogical frameworks from the research literature. Psycho-pedagogical models and theories can be quickly accessed, and GAI offers the unique opportunity to generate lesson scenarios taking into account both psycho-pedagogical and disciplinary knowledge in an explicit manner.

Keywords: Generative artificial intelligence (GAI); lesson planning; prompting engineering