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ChatGPT's Potential as a Teaching Tool in Teacher Education: Enhancing Dyscalculia-Related Competencies

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Title: ChatGPT's Potential as a Teaching Tool in Teacher Education: Enhancing Dyscalculia-Related Competencies
Language: English
Authors: Mustafa Gök (ORCID 0000-0001-9349-4078), Tuğba Yulet Yilmaz (ORCID 0000-0003-2872-4062)
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
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  Data: ChatGPT's Potential as a Teaching Tool in Teacher Education: Enhancing Dyscalculia-Related Competencies
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  Data: <searchLink fieldCode="AR" term="%22Mustafa+Gök%22">Mustafa Gök</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9349-4078">0000-0001-9349-4078</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tuğba+Yulet+Yilmaz%22">Tuğba Yulet Yilmaz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2872-4062">0000-0003-2872-4062</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(3).
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  Data: 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
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  Data: 10.1111/ejed.70737
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  Data: 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.
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        PageCount: 16
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Sequential Approach
        Type: general
      – SubjectFull: Questioning Techniques
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      – SubjectFull: Teacher Improvement
        Type: general
      – SubjectFull: Intervention
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      – TitleFull: ChatGPT's Potential as a Teaching Tool in Teacher Education: Enhancing Dyscalculia-Related Competencies
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            NameFull: Mustafa Gök
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            NameFull: Tuğba Yulet Yilmaz
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              Y: 2026
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