This study explores the professional development needs of teacher educators in Ghana regarding Generative Artificial Intelligence (GAI). A professional development webinar was conducted, with 307 participants, including teacher educators, administrators, and in-service teachers, participating online via Zoom. The session was transcribed and analyzed using MAXQDA 2022.4. Findings indicate a wide range of familiarity with GAI among participants, with some having prior knowledge and others learning about it for the first time. Participants expressed curiosity about GAI's potential in education, such as automatic scoring, academic writing, and image generation for classroom use. However, they also identified barriers like the cost of premium GAI tools, training on prompt engineering, and ethical concerns such as transparency. The study suggests that institutional support is needed to provide access to GAI tools and integrate GAI into teacher education and continuous professional development programs. It also emphasizes the importance of strengthening educators' skills in innovative assessment practices. The findings highlight the need for prompt engineering and explainable AI as core components of teacher education. The study concludes that teacher educators in Ghana are willing to incorporate GAI into their classroom practices but face challenges such as cost and the need for training. Institutional support is crucial to address these challenges and ensure effective GAI integration in teacher education.This study explores the professional development needs of teacher educators in Ghana regarding Generative Artificial Intelligence (GAI). A professional development webinar was conducted, with 307 participants, including teacher educators, administrators, and in-service teachers, participating online via Zoom. The session was transcribed and analyzed using MAXQDA 2022.4. Findings indicate a wide range of familiarity with GAI among participants, with some having prior knowledge and others learning about it for the first time. Participants expressed curiosity about GAI's potential in education, such as automatic scoring, academic writing, and image generation for classroom use. However, they also identified barriers like the cost of premium GAI tools, training on prompt engineering, and ethical concerns such as transparency. The study suggests that institutional support is needed to provide access to GAI tools and integrate GAI into teacher education and continuous professional development programs. It also emphasizes the importance of strengthening educators' skills in innovative assessment practices. The findings highlight the need for prompt engineering and explainable AI as core components of teacher education. The study concludes that teacher educators in Ghana are willing to incorporate GAI into their classroom practices but face challenges such as cost and the need for training. Institutional support is crucial to address these challenges and ensure effective GAI integration in teacher education.