Subjective Theories about the Artificial Intelligence ‘ChatGPT’ and its Relationship with Teaching, Learning, and Professional Identity of Pedagogy Students
DOI:
https://doi.org/10.24265/Keywords:
ChatGPT, teaching role, professional identity, pedadogy student, subjective theoriesAbstract
Background: Artificial intelligence has impacted various field, incluiding education. ChatGPT, in particular, has sparked debate about its influence on teaching, learning, and profesional Identity in educators. Objectives: This study describes and interprets subjetive theories about ChatGPT and its relationship with teaching, learning, and professional identity in pedagogy students. Method: A qualitative, descriptive, and interpretative case study desing was employed. Ten pedagogy students from a chilean university participated, selected through theorical sampling. Episodic interviews were conductec, and data were analyzed using thematic, axial, and selective coding. Results: Subjetive theories identified highlight ChatGPT’s potential as a teaching and learning support tool, as well as concerns regarding its impact on professional identity and learning autonomy. Conclusions: This subjectivity of future teachers, wich may guide the development of ethical and effective strategies for its use in teacher training.
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