Harnessing AI for teacher education to promote inclusive education: Investigating the effects of ChatGPT-supported lesson plan critiques on the development of pre-service teachers' lesson planning skills

IF 6.8 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education Pub Date : 2025-05-30 DOI:10.1016/j.iheduc.2025.101022

Huiying Cai , Bing Han , Jiayue Sun , Xin Li , Lung-Hsiang Wong

{"title":"Harnessing AI for teacher education to promote inclusive education: Investigating the effects of ChatGPT-supported lesson plan critiques on the development of pre-service teachers' lesson planning skills","authors":"Huiying Cai , Bing Han , Jiayue Sun , Xin Li , Lung-Hsiang Wong","doi":"10.1016/j.iheduc.2025.101022","DOIUrl":null,"url":null,"abstract":"<div><div>This study investigates the impact of ChatGPT-supported lesson plan critiques on pre-service teachers' lesson planning skills. A quasi-experimental study involved 48 pre-service teachers from a university in Eastern China, divided into experimental (EC, <em>n</em> = 24) and control (CC, n = 24) condition. Each group with three participants engaged in three tasks of reviewing and revising lesson plans, guided by cognitive, metacognitive and affective questions. The EC supported by ChatGPT, while the CC did not. Epistemic network analysis indicated ChatGPT's positive impact on lesson planning skills in cognitive and affective critiques but not in metacognitive critiques. Affective critiques supported by ChatGPT benefited both low and high prior-knowledge participants, while cognitive critiques primarily benefited high prior-knowledge participants. These findings highlight the potential of design AI-supported scaffolding to enhance pre-service teachers' lesson planning skills and promote equitable learning experiences for diverse learners.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101022"},"PeriodicalIF":6.8000,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751625000314","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This study investigates the impact of ChatGPT-supported lesson plan critiques on pre-service teachers' lesson planning skills. A quasi-experimental study involved 48 pre-service teachers from a university in Eastern China, divided into experimental (EC, n = 24) and control (CC, n = 24) condition. Each group with three participants engaged in three tasks of reviewing and revising lesson plans, guided by cognitive, metacognitive and affective questions. The EC supported by ChatGPT, while the CC did not. Epistemic network analysis indicated ChatGPT's positive impact on lesson planning skills in cognitive and affective critiques but not in metacognitive critiques. Affective critiques supported by ChatGPT benefited both low and high prior-knowledge participants, while cognitive critiques primarily benefited high prior-knowledge participants. These findings highlight the potential of design AI-supported scaffolding to enhance pre-service teachers' lesson planning skills and promote equitable learning experiences for diverse learners.

查看原文本刊更多论文

利用人工智能进行教师教育以促进全纳教育：调查chatgpt支持的课程计划评论对职前教师课程计划技能发展的影响

本研究调查了chatgpt支持的课程计划评论对职前教师课程计划技能的影响。本研究以华东地区某高校48名职前教师为研究对象，分为实验组（EC, n = 24）和对照组（CC, n = 24）。在认知、元认知和情感问题的指导下，每组三名参与者分别完成复习和修改教案的任务。执委会得到ChatGPT的支持，而执委会则不支持。认知网络分析表明，ChatGPT在认知和情感批评中对课程计划技能有积极影响，而在元认知批评中没有积极影响。ChatGPT支持的情感批评对低先验知识和高先验知识的参与者都有好处，而认知批评主要对高先验知识的参与者有好处。这些发现强调了设计人工智能支持的脚手架的潜力，可以提高职前教师的课程规划技能，并促进不同学习者的公平学习体验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.