Analysis of Teachers' Dialogues With AI: Positions, Tensions, and Possibilities

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Abstract

This exploratory study examines the impact of AI "agents," like ChatGPT, on teachers' professional and personal perspectives using natural language models. Utilizing a model trained on the basic and upper secondary Mexican curriculum on the Comenio.com platform, data were gathered from 13,453 teachers ensuring privacy. Analyzed through Dialogical Self Theory, initial interpretations led to a deeper analysis with a fine-tuned model and RAG technique. The findings categorize teachers' interactions with the model along two axes: treating the model as a person versus an "it," and making isolated versus dialogical inquiries. This resulted in four identified roles of teachers using the models: librarians, consultants, mirrors, and colleagues, each with practical implications for educational practice.

Authors

• Luis Medina Gual, Universidad Iberoamericana

• José-Luis Parejo, Universidad de Valladolid

• Diego Degetau Arsuaga, Comenio.ai