UTILIZING CHATGPT FOR TEACHER TRAINING: AN EXPERIMENTAL STUDY ON IMPROVING PEDAGOGICAL COMPETENCIES IN THE DIGITAL ERA
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The rapid digital transformation mandates continuous, personalized professional development (PD) for educators, a critical need often unaddressed by generalized, high-cost traditional training methods. This experimental research quantifies the effectiveness of utilizing Generative AI (GenAI), specifically the conversational capabilities of ChatGPT, as an individualized pedagogical tutor to address the global teacher competency gap. The study’s objective was to establish the causal effect of the AI-Enhanced Reflective Practice (AERP) intervention on improving key pedagogical competencies. A rigorous Randomized Control Trial (RCT) was conducted with 80 in-service secondary teachers, dividing them into the experimental AERP group (structured, scenario-based practice with ChatGPT guided by a Prompt Engineering Protocol) and a traditional peer-based control group. Analysis of Covariance (ANCOVA) on post-test scores revealed a highly significant improvement in the experimental group (p < 0.001), demonstrating a large effect size (\eta^2_p=0.23). Notably, the AERP intervention led to a significant 16.4 point gain in the critical Formative Feedback Quality sub-domain. These results, supported by high user acceptance, validate GenAI as a statistically superior, scalable, and cost-effective mechanism for accelerating skill development. The AERP model provides a critical blueprint for institutional reform, ensuring teacher training is personalized, continuous, and aligned with the demands of the digital era.
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