Simulated Practice-Based Teaching for Preservice Teachers With AI Chatbot

• In Event: Data Literacy and Technology in Mathematics Education

Abstract

We aimed to identify profiles of preservice teachers’ (PSTs’) responsive teaching when interacting with an AI-based chatbot. We examined the change in questioning patterns after receiving feedback from a virtual mentor and investigated the difference in self-evaluation results on interaction effectiveness by each profile. PSTs in highly responsive profiles tended to try to adjust the questions based on the virtual student’s responses, whereas PSTs in less responsive profiles did not. We discuss theoretical and empirical implications for teacher education.

Authors

• Sheunghyun Yeo, Daegu National University of Education

• Taekwon Son

• Dabae Lee, Kennesaw State University