Writing Like Historians with AI: Preservice Teachers’ Experiences with AI-Supported Revision

Abstract Book of the 5th International Education Conference

Year: 2026

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Writing Like Historians with AI: Preservice Teachers’ Experiences with AI-Supported Revision

Dr. Daibao Guo, Michelle Satterfield, Andy Hung

ABSTRACT:

Historical writing is a central disciplinary literacy practice in social studies that requires learners to construct evidence-based interpretations using the language, reasoning processes, and rhetorical conventions of historians. Although inquiry-based projects are widely used in teacher education to promote historical thinking and disciplinary inquiry, preservice teachers (PSTs) often struggle to transform inquiry findings into effective disciplinary writing. Common challenges include organizing evidence, integrating sources, sustaining a disciplinary voice, and revising historical narratives. Simultaneously, generative artificial intelligence (AI) tools are becoming increasingly integrated into writing processes, creating new opportunities for revision support while raising concerns about learner agency, critical thinking, and disciplinary reasoning.
This qualitative study explores PSTs’ experiences using a customized AI chatbot as a structured alternative to traditional peer review during the revision of historical narratives. Participants included 18 PSTs enrolled in a social studies disciplinary literacy course at a university in the northwestern United States. Following the completion of an inquiry-based historical writing project, participants engaged in a guided AI-supported revision workshop in which they received specific feedback focused on disciplinary language, historical voice, narrative organization, and evidence integration. Data sources included initial and revised historical narratives as well as reflective exit tickets documenting participants’ revision experiences and perceptions of AI use.
Preliminary findings indicate that PSTs viewed AI-generated feedback as particularly helpful for strengthening historical language, improving organizational coherence, integrating evidence, and identifying areas for revision. At the same time, participants engaged critically with AI suggestions, often rejecting recommendations they perceived as inconsistent with their intended meaning, authorial voice, or the authenticity of their narratives. Many described AI as a valuable revision scaffold but also noted the additional cognitive effort required to evaluate, interpret, and selectively incorporate feedback. Participants further emphasized the importance of structured, rubric-based implementation and viewed AI as a tool that should complement rather than replace human judgment.
These findings contribute to emerging research on AI-supported disciplinary literacy by demonstrating how structured AI-mediated revision can support historical writing development while maintaining learner agency and reflective decision-making. Implications for social studies teacher education and the pedagogical integration of AI in writing instruction are discussed.

Keywords: AI Chatbot, Teacher Education, Writing, Social Studies