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This study explores the affordances of Generative AI as a co-reflection partner in pre-service teacher education. During the spring semester of the 2023-2024 academic year, the qualitative case study involved 20 pre-service teachers selected through purposive sampling. Participants engaged in structured epistemic game sessions, utilizing AI as a co-reflection partner to enhance collaborative reflection processes. Data collection included pre- and post-semi-structured interviews, session recordings, co-reflection papers, and researcher memos. Initial findings highlight AI’s potential to foster critical thinking, deepen reflections, and provide diverse perspectives during collaborative tasks. This research contributes to understanding AI's practical applications and limitations in educational settings, offering valuable insights into how generative AI can support reflective practices in teacher education.