Becoming Mathematics Teachers in the Age of Artificial Intelligence: A Narrative Inquiry into Pre-Service Teachers’ Lived Stories of Preparation and Change

Artificial intelligence (AI) has increasingly influenced educational practices and teacher preparation, particularly in mathematics education where AI-assisted tools are becoming more accessible for lesson planning, concept explanation, and instructional support. Despite the growing integration of AI in education, limited studies have explored how pre-service mathematics teachers experience and interpret their preparation to teach within AI-enabled learning environments. This study explored the lived experiences of pre-service mathematics teachers in becoming future educators in the age of artificial intelligence. Specifically, it examined how AI shaped their professional identity, instructional readiness, pedagogical practices, and understanding of their roles as future mathematics teachers. Guided by a qualitative approach using narrative inquiry, the study involved three pre-service mathematics teachers from Davao del Sur State College selected through purposive sampling. Data were gathered through semi-structured interviews and analyzed using narrative and cross-narrative analysis. The findings revealed that participants experienced AI as both an instructional support and a source of pedagogical tension. Artificial intelligence contributed positively to lesson preparation, conceptual understanding, instructional confidence, and teaching readiness; however, concerns regarding technological dependence, accuracy, critical thinking, and responsible use were likewise identified. The narratives further showed a transition from technological hesitation toward reflective integration and highlighted shifts in professional identity from content transmission toward facilitation, ethical guidance, and human-centered teaching. The study concludes that becoming a mathematics teacher in AI-enabled environments extends beyond technological competence and involves reflective practice, pedagogical adaptation, ethical awareness, and identity development. The findings contribute to emerging discussions on artificial intelligence in mathematics teacher education by highlighting the reflective and transformative dimensions of teacher preparation in technology-rich learning contexts.