Abstract
This paper explores how DeepSeek, as a well-known emerging intelligent platform, is gradually altering the fabric of teaching practicums for pre-service teachers by embedding advanced technologies at key stages of their professional formation. The discussion centers around four interconnected areas: the organization and adjustment of instructional content, the enhancement of pedagogical settings, the nurturing of reflective practices, and the improvement of practicum supervision mechanisms. The collected evidence indicates that DeepSeek plays a significant role in diversifying the kinds and modes of teaching resources available, enabling more responsive and adaptable lesson planning. Its scenario-based simulations and interactive role-playing components give pre-service teachers chances to tackle instructional challenges that are hard to recreate in traditional placements. Moreover, the system’s capability to provide layered, multimodal feedback promotes more purposeful self-reflection, cultivating the type of metacognitive awareness vital for long-term professional advancement. At an administrative level, its analytic features offer greater accuracy in monitoring progress, organizing evaluations, and managing certification workflows. Altogether, these contributions represent a gradual shift away from conventional practicum paradigms that frequently depend heavily on anecdotal experience, pointing to the emergence of a more data-informed, reflective, and pedagogically aligned model of teacher preparation.
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How to cite this paper
DeepSeek-driven Empowerment of Teaching Internships for Pre-service Teachers
How to cite this paper: Chenrui Zhang. (2025). DeepSeek-driven Empowerment of Teaching Internships for Pre-service Teachers. The Educational Review, USA, 9(6), 594-599.
DOI: http://dx.doi.org/10.26855/er.2025.06.006