This study explores how teacher students experience AI-generated feedback provided through a digital response system during campus-based seminars and how they relate these experiences to their future teaching practice. Unlike research focusing on individual uses of generative AI, this study examines AI feedback embedded in a collaborative think–pair–share activity where teacher students participate as both learners and prospective teachers. Data were collected through observations, written reflections, and interviews, and analyzed thematically. Teacher students appreciated the AI-generated feedback for its immediacy, structure, and capacity to prompt reflection. At the same time, they questioned its reliability, contextual sensitivity, and ethical appropriateness in classroom settings. They described a trust hierarchy in which teacher feedback was relied upon most, followed by AI-generated feedback, while peer feedback ranked lowest. During the seminars, AI-generated feedback became a shared reference point that students compared, questioned, and discussed, positioning it as part of the interaction rather than a time-saving tool. Teacher students connected these experiences to concrete considerations about how similar feedback arrangements could be used, adapted, or avoided in their own classrooms, particularly in relation to comparing feedback sources, pedagogical responsibility, feedback practices, and digital competence.