This study analyzes the uses, risks, and training priorities associated with generative artificial intelligence in continuing education for Spanish teachers. A qualitative approach to document analysis was adopted, based on ten reflective reports prepared at the conclusion of a training course integrated into Training Area B—Pedagogical and Didactic Practice in Teaching. The sample consisted of ten teachers, aged between forty and fifty, from different regions and schools in Portugal. The training lasted fifty hours and was conducted online via e-learning. The questionnaire included nine questions, although the analysis focused on two questions. The reports were anonymized and treated confidentially. The results indicate that AI is primarily perceived as a support for planning, creating materials, personalizing activities, and developing assessment and feedback tools. In contrast, ethical considerations appear less frequently. Among future priorities, authentic cultural products, deeper exploration of AI, and inclusion and diversity stand out.