“Let’s Ask the Robot!”: Epistemic Stance Between Teacher Candidates Toward AI in Mathematics Lesson Planning

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2025-03-30 DOI:10.1177/00224871251325079

Eunhye Flavin, Sunghwan Hwang, Melita Morales

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引用次数: 0

Abstract

Generative artificial intelligence (AI)-powered conversation agents such as ChatGPT are increasingly being used in teacher education. Although ChatGPT can provide ample resources for lesson planning, little attention has been paid to how teacher candidates construct prompts and evaluate AI-generated outputs in real time to develop lesson plans. Taking up Bisconti et al.’s conceptualization of generative AI as a social agent in a sociotechnical system, this article investigates how knowledge construction is dynamic and negotiated through interaction when using ChatGPT to develop lesson plans. We applied conversation analysis through Heritage’s gradient model of epistemic stance––which captures moment-to-moment expressions of social relationships––to analyze how teacher candidates position their knowledge in relation to that acquired from ChatGPT, as managed through their prompts and questions. Our findings aim to offer insights to help teacher educators develop scaffolds for teacher candidates to critically curate content from AI-powered agents and identify areas needing further instructional support.

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由人工智能（AI）驱动的会话代理（如 ChatGPT）越来越多地应用于教师教育。虽然 ChatGPT 可以为备课提供充足的资源，但很少有人关注教师候选人如何实时构建提示和评估人工智能生成的输出，以制定课程计划。比斯康蒂等人将人工智能生成器概念化为社会技术系统中的社会代理，本文研究了在使用 ChatGPT 制定教案时，知识建构是如何通过互动进行动态和协商的。我们通过 Heritage 的认识论立场梯度模型--该模型捕捉了社会关系的瞬间表达--应用会话分析来分析教师候选人如何将他们的知识与从 ChatGPT 获取的知识联系起来，并通过他们的提示和问题进行管理。我们的研究结果旨在提供见解，帮助教师教育者为教师候选人开发支架，以批判性地整理来自人工智能驱动的代理的内容，并确定需要进一步教学支持的领域。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).