ChatGPT's Potential as a Teaching Tool in Teacher Education: Enhancing Dyscalculia-Related Competencies
Saved in:
| Title: | ChatGPT's Potential as a Teaching Tool in Teacher Education: Enhancing Dyscalculia-Related Competencies |
|---|---|
| Language: | English |
| Authors: | Mustafa Gök (ORCID |
| Source: | European Journal of Education. 2026 61(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Teacher Education, Learning Disabilities, Teacher Competencies, Teaching Methods, Sequential Approach, Questioning Techniques, Teacher Improvement, Intervention |
| DOI: | 10.1111/ejed.70737 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | This study examines ChatGPT's potential for identifying and developing teachers' dyscalculia-related competencies. This study applied an innovative method of teaching experiment combining ChatGPT-supported sequential teaching sessions and Socratic questioning. The participants consisted of three teachers with varying experiences of dyscalculia and prior exposure to ChatGPT and who worked in different socioeconomic conditions. Data were collected through clinical interviews, video and audio recordings of teaching sessions, questions and responses directed at ChatGPT, and observation notes. Data analysis was conducted in two stages. In the first stage, teaching sessions were conducted to simultaneously reveal teachers' dyscalculia-related competencies and improve their teaching process's quality. In the second stage, retrospective analyses of all data were conducted to evaluate the intervention's effects. Consequently, six dyscalculia-related teacher competencies were identified, while participants' development was examined in light of these competencies. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1515899 |
| Database: | ERIC |
| Abstract: | This study examines ChatGPT's potential for identifying and developing teachers' dyscalculia-related competencies. This study applied an innovative method of teaching experiment combining ChatGPT-supported sequential teaching sessions and Socratic questioning. The participants consisted of three teachers with varying experiences of dyscalculia and prior exposure to ChatGPT and who worked in different socioeconomic conditions. Data were collected through clinical interviews, video and audio recordings of teaching sessions, questions and responses directed at ChatGPT, and observation notes. Data analysis was conducted in two stages. In the first stage, teaching sessions were conducted to simultaneously reveal teachers' dyscalculia-related competencies and improve their teaching process's quality. In the second stage, retrospective analyses of all data were conducted to evaluate the intervention's effects. Consequently, six dyscalculia-related teacher competencies were identified, while participants' development was examined in light of these competencies. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70737 |
