Artificial Intelligence in Microteaching Lesson Study: Enhancing Pre-Service Teachers' Confidence and Instructional Quality
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| Title: | Artificial Intelligence in Microteaching Lesson Study: Enhancing Pre-Service Teachers' Confidence and Instructional Quality |
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| Language: | English |
| Authors: | Ulzhamal Konakbayeva (ORCID |
| Source: | Educational Process: International Journal. Article e2025127 2025 15. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Microteaching, Teacher Effectiveness, Self Efficacy, Teaching Methods, Lesson Plans, Educational Quality, Art Education, Computer Software, Teacher Collaboration, Art Teachers, Technology Integration, Preservice Teachers, Teacher Education Programs, Scores, Student Attitudes, Intervention, Teaching Skills, Urban Universities |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: The marginalization of art education globally has prompted concerns about the instructional competence of art teachers. This study probed the potential of microteaching lesson study as a remedy, with a novel integration of generative artificial intelligence. Materials/methods: This was a pre-test/post-test controlled study with quantitative data collected from two groups of pre-service visual art teachers. They partook in collaborative lesson planning: one aided by generative chatbots and the other not, both followed by microteaching activities. A comparison group adhered to a standard university curriculum. Results: Both treatment conditions, with or without conversational agent usage, significantly improved overall lesson plan quality, particularly in terms of facilitating art-related discourse. Furthermore, both experimental groups outperformed untreated subjects in overall teaching competence. Specifically, the chatbot-supported condition scored significantly higher in the instruction domain at the post-test. However, post-intervention teaching self-efficacy scores indicated a uniform decline compared to pre-existing levels, without significant intergroup variance. Conclusion: This study provides empirical support for microteaching lesson study as a potent tool to enhance specific teaching skills within visual art education, irrespective of artificial intelligence integration. Furthermore, the findings of this investigation underscore the need for continued research into the effective deployment of technology, such as generative conversational agents, in teacher training programs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475859 |
| Database: | ERIC |
| Abstract: | Background/purpose: The marginalization of art education globally has prompted concerns about the instructional competence of art teachers. This study probed the potential of microteaching lesson study as a remedy, with a novel integration of generative artificial intelligence. Materials/methods: This was a pre-test/post-test controlled study with quantitative data collected from two groups of pre-service visual art teachers. They partook in collaborative lesson planning: one aided by generative chatbots and the other not, both followed by microteaching activities. A comparison group adhered to a standard university curriculum. Results: Both treatment conditions, with or without conversational agent usage, significantly improved overall lesson plan quality, particularly in terms of facilitating art-related discourse. Furthermore, both experimental groups outperformed untreated subjects in overall teaching competence. Specifically, the chatbot-supported condition scored significantly higher in the instruction domain at the post-test. However, post-intervention teaching self-efficacy scores indicated a uniform decline compared to pre-existing levels, without significant intergroup variance. Conclusion: This study provides empirical support for microteaching lesson study as a potent tool to enhance specific teaching skills within visual art education, irrespective of artificial intelligence integration. Furthermore, the findings of this investigation underscore the need for continued research into the effective deployment of technology, such as generative conversational agents, in teacher training programs. |
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| ISSN: | 2147-0901 2564-8020 |
