{"title":"通过基于人工智能的聊天机器人探索小学职前教师的数学回应式教学","authors":"Taekwon Son , Sheunghyun Yeo , Dabae Lee","doi":"10.1016/j.tate.2024.104640","DOIUrl":null,"url":null,"abstract":"<div><p>We aimed to investigate the responsive teaching practice of preservice teachers (PSTs) using an artificial intelligence-based chatbot designed to serve the dual roles of a virtual student and a virtual mentor. We identified four unique profiles of PST's questioning patterns using latent profile analysis. We examined the changes in PSTs' questioning patterns after receiving feedback from a virtual mentor and investigated the differences in their self-assessments regarding interaction effectiveness by profile. PSTs' tendency to adjust their questions varied. There was no statistical difference in the effectiveness of interactions among profiles. We include theoretical and empirical implications for teacher education.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring elementary preservice teachers’ responsive teaching in mathematics through an artificial intelligence-based Chatbot\",\"authors\":\"Taekwon Son , Sheunghyun Yeo , Dabae Lee\",\"doi\":\"10.1016/j.tate.2024.104640\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>We aimed to investigate the responsive teaching practice of preservice teachers (PSTs) using an artificial intelligence-based chatbot designed to serve the dual roles of a virtual student and a virtual mentor. We identified four unique profiles of PST's questioning patterns using latent profile analysis. We examined the changes in PSTs' questioning patterns after receiving feedback from a virtual mentor and investigated the differences in their self-assessments regarding interaction effectiveness by profile. PSTs' tendency to adjust their questions varied. There was no statistical difference in the effectiveness of interactions among profiles. We include theoretical and empirical implications for teacher education.</p></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2024-05-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X24001720\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24001720","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Exploring elementary preservice teachers’ responsive teaching in mathematics through an artificial intelligence-based Chatbot
We aimed to investigate the responsive teaching practice of preservice teachers (PSTs) using an artificial intelligence-based chatbot designed to serve the dual roles of a virtual student and a virtual mentor. We identified four unique profiles of PST's questioning patterns using latent profile analysis. We examined the changes in PSTs' questioning patterns after receiving feedback from a virtual mentor and investigated the differences in their self-assessments regarding interaction effectiveness by profile. PSTs' tendency to adjust their questions varied. There was no statistical difference in the effectiveness of interactions among profiles. We include theoretical and empirical implications for teacher education.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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