ChatGPT or Bert? Exploring the potential of ChatGPT to facilitate preservice teachers’ learning of dialogic pedagogy

Abstract

This study investigates the potential of ChatGPT, a cutting-edge large language model in generative artificial intelligence (AI), to support the teaching of dialogic pedagogy to preservice teachers. A workshop was conducted with 29 preservice teachers, wherein ChatGPT and another prominent AI model, Bert, were sequentially integrated to facilitate real-time analysis and enhance the participants’ learning experience. Data regarding preservice teachers’ trust in and technology acceptance of ChatGPT and Bert, as well as their perceptions of ChatGPT’s efficacy in facilitating their learning, were collected and analyzed. The findings indicate that the preservice teachers exhibited greater trust and technology acceptance regarding ChatGPT compared to the baseline model, Bert, for supporting their learning. However, the participants’ satisfaction questionnaire responses indicated only moderate satisfaction with ChatGPT’s facilitation of their learning of dialogic pedagogy. Thematic analyses of interviews further revealed the perceived strengths and weaknesses of ChatGPT, as reported by preservice teachers. They expressed satisfaction with ChatGPT’s comprehensiveness, interpretability, and critical analysis, which contributed positively to their learning experiences. Nevertheless, they also identified issues related to lengthiness, readability, and answer accuracy. This exploratory study highlights the potential of ChatGPT to help teach dialogic pedagogy, paving the way for future research to integrate generative AI into teacher learning programs.

Keywords

• artificial intelligence
• chatgpt
• dialogic pedagogy
• preservice teachers
• trust