This study examines the transformative potential of Generative AI (GenAI) in teacher education within developing countries, focusing on Ghana, where challenges such as limited pedagogical modeling, performance-based assessments, and practitioner-expertise gaps hinder progress. GenAI has the capacity to address these issues by supporting content knowledge acquisition, a role that currently dominates teacher education programs. By taking on this foundational role, GenAI allows teacher educators to redirect their focus to other critical areas, including pedagogical modeling, authentic assessments, and fostering digital literacy and critical thinking. These roles are interconnected, creating a ripple effect where pre-service teachers (PSTs) are better equipped to enhance K-12 learning outcomes and align education with workforce needs. The study emphasizes that GenAI's roles are multifaceted, directly addressing resistance to change, improving resource accessibility, and supporting teacher professional development. However, it cautions against misuse, which could undermine critical thinking and creativity, essential skills nurtured through traditional teaching methods. To ensure responsible and effective integration, the study advocates a scaffolding approach to GenAI literacy. This includes educating PSTs on its supportive role, training them in ethical use and prompt engineering, and equipping them to critically assess AI-generated content for biases and validity. The study concludes by recommending empirical research to explore these roles further and develop practical steps for integrating GenAI into teacher education systems responsibly and effectively.

翻译：本研究探讨了生成式人工智能（GenAI）在发展中国家教师教育中的变革潜力，聚焦于加纳。该国面临教学示范有限、基于绩效的评估不足以及从业者专业能力差距等挑战，阻碍了教育发展。GenAI能够通过支持学科知识获取来应对这些问题——这一职能目前在教师教育项目中占据主导地位。通过承担这一基础性角色，GenAI使教师教育者能够将重心转向其他关键领域，包括教学示范、真实性评估，以及培养数字素养与批判性思维。这些职能相互关联，产生连锁效应，使职前教师能够更好地提升K-12阶段的学习成果，并使教育与劳动力需求相匹配。研究强调，GenAI的作用是多维度的：直接应对变革阻力、改善资源可及性、支持教师专业发展。但研究同时警示，不当使用可能削弱批判性思维和创造力——这些通过传统教学方法培养的核心能力。为确保负责任且有效的整合，研究主张采用支架式生成式人工智能素养培养路径，包括：引导职前教师理解其辅助性角色，培训其伦理使用与提示工程技能，使其具备批判性评估AI生成内容的偏见与效度的能力。研究最后建议开展实证研究，以深入探索这些职能，并为负责任且有效地将GenAI整合进教师教育体系制定实践方案。