E94 Can Generative AI Mentor Pre-Service Teachers? (short paper) Table 5. Analysis of TeachPal Talk-Turns Obs (%) Rcap (%) Ack (%) Afrm (%) Dec Sugst (%) Exp Dec (%) Exp Con (%) Exp Pro (%) Clfy (%) Elct (%) Amit 9 14 33 9 27 27 36 8 23 48 Ayala 0 13 8 0 13 6 31 4 23 50 Doron 1 1 41 0 12 22 21 0 51 44 Dvir 2 2 40 5 14 21 21 0 26 49 Harel 4 13 41 4 9 34 29 3 37 38 Ido 5 6 43 10 30 34 43 5 41 40 Inbal 3 11 32 29 23 30 42 22 31 52 Limor 2 0 10 0 2 5 0 0 50 48 Nasreen 0 11 48 2 8 30 25 0 39 31 Nadav 7 4 25 5 20 24 36 4 49 23 Ori 0 4 19 15 13 1 30 0 59 30 Orna 2 13 26 0 7 20 15 0 35 37 Ronen 0 2 5 1 1 1 2 0 37 59 Rotem 0 3 35 16 21 24 43 11 52 30 Shahar 3 9 21 6 6 24 15 9 21 48 Low-frequency codes included Observe_TeachPal, reflecting TeachPal’s explicit noticing and naming of PSTs’ instructional practices, and Reconstructive_Recap, indicating that the summary of discussion episodes was rare and inconsistent. In contrast, Acknowledge_TeachPal and Affirm were the most frequent talk moves. Declarative_suggestion, Expand_Declarative and Expand_Conditional appeared often but unevenly, whereas Expand_Procedural was infrequent. Finally, Clarify_TeachPal and Elicit_TeachPal, which prompted PSTs’ reflection, were frequent and consistent across discussions. Discussion PSTs seldom reacted to TeachPal's suggestions and showed limited willingness to embrace them. They did not proactively seek guidance from TeachPal regarding learning strategies, and only rarely provided alternative scenarios for applying SRL as prompted or meaningfully reflected on their own scenarios. Reflection is a crucial component in improving teachers’ instructional practices and has a major role in the CAM (Collins et al., 1991; Dennen & Burner, 2008), making this a highly positive result. The analysis of TeachPal’s talk-turns further illuminates this issue. TeachPal triggered PSTs to reflect on their actions and articulate their thinking and provided numerous strategies, demonstrating the potential of GenAI tools to support personal learning by analyzing learner data and generating tailored feedback (Giannakos et al., 2024; Trust et al., 2023). However, TeachPal offered little guidance on how to implement these strategies. These results demonstrate that TeachPal's actions were aligned with its goal to provide feedback and support
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