Abstract
In recent years, there has been a noticeable increase in interest in the use of AI-powered chatbots and AI tools in academic contexts. This study examined preservice teachers' perceptions to explore the opportunities and challenges of AI-powered chatbots in teacher training.
The study was carried out in the Faculty of Education and Culture at Tampere University, Finland, and twelve faculty members participated in the semi-structured qualitative interviews. Thematic content analysis was used to analyze participants' responses. The results showed a wide range of opportunities for AI-powered chatbots as learning assistants, language, text, efficiency, as well as productivity enhancement, and pointed out challenges such as adapting to AI, reliability issues, educational impact, evaluation, and ethical challenges. Additionally, this study suggested four themes for effective integration of AI tools in teacher training, including "integrating AI into teachers’ roles," "personalized AI for teaching," "increasing positive attitudes," and "evident policies." The implications of the findings highlight how AI chatbots might be integrated into teacher training programs for both students and teachers. Thus, future research directions include examining and comparing the impacts and barriers of implementing AI chatbots in teaching and learning.
Author Information
Alpona Shirin, Tampere University, Finland
Paper Information
Conference: BCE2024
Stream: Professional Training
This paper is part of the BCE2024 Conference Proceedings (View)
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To cite this article:
Shirin A. (2025) Are AI-Powered Chatbots Helpful in Teacher Training? Pre-Service Teachers’ Perspective ISSN: 2435-9467 – The Barcelona Conference on Education 2024: Official Conference Proceedings (pp. 789-800) https://doi.org/10.22492/issn.2435-9467.2024.69
To link to this article: https://doi.org/10.22492/issn.2435-9467.2024.69
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