Artificial intelligence is rapidly reshaping teacher education, raising new questions about how reflexive practice supports teachers’ professional identity and pedagogical decision-making in AI-mediated environments. This study conducts a rapid review following PRISMA 2020 guidelines, analysing 54 publications from Web of Science and Scopus through thematic analysis to examine how research conceptualises AI‑mediated reflective teaching practice. Findings show that although human–AI collaboration is influencing competence, perceptions, pedagogy, ethics, and identity, explicit engagement with reflective practice remains limited. These results highlight the need for structured, human‑centred reflective frameworks to guide responsible AI integration and inform future directions in teacher education research.