Preservice Teachers’ Perceptions of Peer and ChatGPT Feedback in Literacy Instruction

• In Event: Roundtable Session II
  In Roundtable Session: AI and Technologies in Teacher Education

Abstract

Grounded in Vygotskian perspectives of learning through social interaction, this study examines preservice teachers’ perceptions of peer and ChatGPT-generated feedback in a literacy methods course. Using descriptive statistics and thematic analysis, we explore how PSTs evaluate, engage and respond to different feedback sources. Initial findings indicate that while PSTs value peer feedback, they discovered unique benefits of ChatGPT. This study informs literacy teacher education by examining GenAI’s role in cultivating critical engagement and collaboration.

Authors

• Carin Appleget, Creighton University

• Shuling Yang, University of Maryland, Baltimore County