The utilization of generative artificial intelligence in the professional development of teachers

Authors

Keywords:

generative artificial intelligence, ChatGPT, teacher training, critical thinking, argumentative skills, ethics

Abstract

This study focused on the integration of generative artificial intelligence, represented by ChatGPT, as an educational tool in teacher training courses in Brazil and Spain. The aim was to explore how this tool could promote cognitive and critical skills among future educators. A case study with participant observation was conducted to investigate two experiences of pedagogical activities applied in the classroom using ChatGPT, focusing specifically on teacher training. The activities involved debates and ethical reflections on the presence of AI (artificial intelligence) in education, fostering engagement and active participation among students. The results highlighted the effectiveness of ChatGPT in creating adaptable educational stimuli that promote the development of critical and reflective thinking. However, they also pointed out ethical challenges such as privacy issues and algorithmic bias. The conclusions emphasized the potential of ChatGPT as a tool for developing personalized activities aligned with constructivist approaches. The research indicates that the ethical and responsible incorporation of AI in education can drive more interactive and personalized learning, albeit requiring meticulous ethical considerations.

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Author Biography

Caterine Fagundes Vila, Universitat de Barcelona

Doctorado en Educación por la Universidad de Barcelona en Métodos de Investigación y Diagnóstico en Educación. Graduado en Historia por la PUC-RS. Completó un programa de postdoctorado a través del Programa Nacional de Doctorado de CAPES, en colaboración con el Programa de Posgrado en Política y Gestión Educativa. Anteriormente, trabajó como investigador asociado en el Centro de Estudios en Política y Gestión Educativa de la Universidad Federal de Rio Grande do Sul (UFRGS), desempeñándose como evaluador externo para el Sistema Estatal de Evaluación Participativa (SEAP). Además, enseñó como profesor-investigador en Educación Superior, cubriendo temas como Historia de la Educación, Evaluación Educativa y Metodología de la Investigación Científica. Tuvo cargos como conferenciante y coordinador de disciplina en el curso de especialización para Coordinación Pedagógica en la Escuela de Gestión Educativa. La experiencia previa incluye roles como consultor y miembro de la Secretaría Ejecutiva en el Observatorio de Relaciones entre Europa y América Latina (OBREAL) en la Universidad de Barcelona. Anteriormente, se desempeñó como coordinador pedagógico y profesor de Historia en Educación Primaria y Secundaria. Además, actuó como Coordinador de Innovación Pedagógica en la Universidade Veiga de Almeida, colaborando estrechamente con la Oficina de Estudios de Grado. Gestionó el curso de postgrado en Medios y Tecnologías en Educación y fue el coordinador institucional del programa PIBID en UVA, ocupando el cargo de Decano de Estudios de Grado. Más tarde, ocupó el cargo de Decano de Estudios de Postgrado, Investigación, Extensión e Innovación, y trabajó como conferenciante e investigador en la Universidade Veiga de Almeida. Posteriormente, asumió el cargo de gerente educativo en la Vicepresidencia Académica de Ânima Educação. Actualmente, trabaja como investigador senior en la Fundación Esplai en Barcelona, España, y como profesor-investigador en el Departamento de Métodos de Investigación y Diagnóstico en Educación de la Universidad de Barcelona.

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Published

2024-11-01

How to Cite

Cristian Puente Muniz, K. ., & Fagundes Vila, C. (2024). The utilization of generative artificial intelligence in the professional development of teachers. Revista Catalana De Pedagogia, 26, 102–118. Retrieved from https://revistes.iec.cat/index.php/RCP/article/view/150927

Issue

Vol. 26 (2024): Artificial intelligence in education, a gamble from pedagogy

Section

Experience articles

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Copyright (c) 2024 Katia Cristian Puente Muniz, CATERINE FAGUNDES VILA

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