The integration of Generative Artificial Intelligence (GenAI) into teacher education necessitates a transition from technical proficiency to critical pedagogical judgment. This study adopts a Design-Based Research (DBR) approach to evaluate the impact of an analytical mediation model based on cognitive oversight rubrics. Utilizing a sample of pre-service teachers (N = 195), the study analyzed the evolution of perceived self-efficacy and the quality of didactic artifacts designed using Large Lang