Date
Publisher
IEEE
Generative artificial intelligence (AI) has emerged as a noteworthy milestone and a consequential advancement in the annals of major disciplines within the domains of human science and technology. This study aims to explore the effects of generative AI-assisted preservice teaching skills training on preservice teachersself-efficacy and higher order thinking. The participants of this study were 215 preservice mathematics, science, and computer teachers from a university in China. First, a pretest post-test quasi-experimental design was implemented for an experimental group (teaching skills training by generative AI) and a control group (teaching skills training by traditional methods) by investigating the teacher self-efficacy and higher order thinking of the two groups before and after the experiment. Finally, a semistructured interview comprising open-ended questions was administered to 25 preservice teachers within the experimental group to present their views on generative AI-assisted teaching. The results showed that the scores of preservice teachers in the experimental group, who used generative AI for teachers professional development, were considerably higher than those of the control group, both in teacher self-efficacy ( F = 8.589, p = 0.0084 < 0.05) and higher order thinking ( F = 7.217, p = 0.008 < 0.05). It revealed that generative AI can be effective in supporting teachers professional development. This study produced a practical teachers professional development method for preservice teachers with generative AI.
Study at a glance
- Question: Does generative AI training improve future teachers' self-efficacy and higher-order thinking skills?
- Setting and data: 215 preservice math, science, and computer teachers at a university in China, with interviews of 25 participants.
- Method: Pre- and post-test comparison of an AI training group and a traditional group (quasi-experimental), along with semistructured interviews.
Why it matters
Generative AI has emerged as a noteworthy and consequential advancement in science and technology. Exploring its role in preservice teaching skills training helps determine how AI influences educators' higher order thinking and self-efficacy.
Key findings
- Among 215 preservice math, science, and computer teachers at a Chinese university, generative AI training significantly improved teacher self-efficacy compared to traditional methods.
- Preservice teachers using generative AI also scored considerably higher in higher-order thinking skills than those trained with traditional methods.
- Generative AI can effectively support preservice teachers' professional development and teaching skills training.
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
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