This article proposes an ethical protocol for using generative artificial intelligence to support pre-service foreign language teachers’ reflection on pedagogical discourse. A risk-benefit analysis of AI competence frameworks, reflective practice, and classroom discourse research produced a human-led six-step protocol: consent and minimization, teacher question formulation, evidence-bounded AI analysis, counter-reading, teacher-owned redesign, and re-performance. AI outputs are treated as contestable hypotheses linked to a de-identified transcript, never as assessment decisions. A responsibility matrix assigns decisions to student, mentor, and system. The protocol preserves privacy, contextual judgment, authorship, and due process while using AI to broaden—not replace—professional noticing.
Ethical Ai-Supported Reflection on Pre-Service Teachers’ Pedagogical Discourse
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