예비유아교사들의 ChatGPT 활용 수업 경험에 관한 의미 탐색*
Exploring the Meaning of ChatGPT-Based Class Experiences for Pre-Service Early Childhood Teachers
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Objective: The purpose of this study was to examine the meaning of ChatGPT-based class experiences for pre-service early childhood teachers. Methods: The participants were eight early childhood education students from a four-year university in Gyeongsangbuk-do, who were attending a 15-week early childhood science education course utilizing ChatGPT. They expressed their experiences with ChatGPT-based classes through open-ended questionnaires, individual interviews, and self-reflective reports from simulated classes, with the data collected and analyzed by the researcher for the purposes this study. Results: The findings revealed that pre-service teachers’ experiences with ChatGPT could be categorized into two main themes: “Exploratory Experiences” and “Deepening Experiences.” “Exploratory Experiences” could be further divided into “New Possibilities” and “Burdens vs. Challenges,” while “Deepening Experiences” included “A New Partner in the Classroom” and “The Shadow of Dependence.” These four main themes were further divided into nine sub-themes, providing a detailed analysis of their meanings. Conclusions: Based on the results, the study discusses the potential educational applications of ChatGPT, including training for pre-service early childhood teachers at teacher education institutions, possible uses in early childhood education, collaboration opportunities with teachers, and effective utilization strategies. The study also highlights the necessity of a critical approach to AI use in education.
Abstract
Objective: The purpose of this study was to examine the meaning of ChatGPT-based class experiences for pre-service early childhood teachers. Methods: The participants were eight early childhood education students from a four-year university in Gyeongsangbuk-do, who were attending a 15-week early childhood science education course utilizing ChatGPT. They expressed their experiences with ChatGPT-based classes through open-ended questionnaires, individual interviews, and self-reflective reports from simulated classes, with the data collected and analyzed by the researcher for the purposes this study. Results: The findings revealed that pre-service teachers’ experiences with ChatGPT could be categorized into two main themes: “Exploratory Experiences” and “Deepening Experiences.” “Exploratory Experiences” could be further divided into “New Possibilities” and “Burdens vs. Challenges,” while “Deepening Experiences” included “A New Partner in the Classroom” and “The Shadow of Dependence.” These four main themes were further divided into nine sub-themes, providing a detailed analysis of their meanings. Conclusions: Based on the results, the study discusses the potential educational applications of ChatGPT, including training for pre-service early childhood teachers at teacher education institutions, possible uses in early childhood education, collaboration opportunities with teachers, and effective utilization strategies. The study also highlights the necessity of a critical approach to AI use in education.
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