There is an urgent need in the educational community to explore the potential impact of advanced language models powered by artificial intelligence, such as ChatGPT, on thinking skills and creativity. These models hold significant promise for enhancing teaching and learning, but it is crucial to investigate their potential effects on these critical areas of cognitive development. This study employs a narrative inquiry approach, utilising weekly written narratives and qualitative interviews for analysis, to explore and understand student teachers' experiences, perceptions, and reflections on using ChatGPT in their teaching practices. Exploring the experiences and perspectives of 12 English student teachers, this research scrutinises the influence of ChatGPT on the development of thinking skills and creativity during the practicum part of a teacher education programme. Through narratives and interviews the study uncovers the benefits, challenges, and strategies for optimising the use of ChatGPT in pre-service language teacher education. Key findings reveal the importance of human-computer co-creation, engaging in critical analysis, and fostering collaboration to maximise the educational benefits of ChatGPT. These insights contribute to the ongoing discourse on the effective integration of AI in teacher education and offer practical recommendations for educators and students navigating the complex interplay between AI tools and independent thinking.