The utilization of generative artificial intelligence in the professional development of teachers

Abstract

This study focused on the integration of generative artificial intelligence, represented by ChatGPT, as an educational tool in teacher training courses in Brazil and Spain. The aim was to explore how this tool could promote cognitive and critical skills among future educators. A case study with participant observation was conducted to investigate two experiences of pedagogical activities applied in the classroom using ChatGPT, focusing specifically on teacher training. The activities involved debates and ethical reflections on the presence of AI (artificial intelligence) in education, fostering engagement and active participation among students. The results highlighted the effectiveness of ChatGPT in creating adaptable educational stimuli that promote the development of critical and reflective thinking. However, they also pointed out ethical challenges such as privacy issues and algorithmic bias. The conclusions emphasized the potential of ChatGPT as a tool for developing personalized activities aligned with constructivist approaches. The research indicates that the ethical and responsible incorporation of AI in education can drive more interactive and personalized learning, albeit requiring meticulous ethical considerations.

Keywords

• generative artificial intelligence
• ChatGPT
• teacher training
• critical thinking
• argumentative skills
• ethics