The use of ChatGPT in Teacher Training to Improve Pedagogical Competencies
Downloads
The integration of Artificial Intelligence (AI) tools like ChatGPT in education has the potential to transform teacher training by enhancing pedagogical competencies. Teacher training programs face challenges in preparing educators with the necessary skills to engage students, design effective lessons, and adapt to diverse learning environments. AI tools, particularly language models like ChatGPT, offer opportunities to simulate real-world teaching scenarios, provide personalized feedback, and support teachers in their professional development. This study aims to explore the use of ChatGPT in teacher training programs to improve pedagogical competencies, focusing on areas such as lesson planning, student engagement, and instructional strategies. A mixed-methods approach was used, combining quantitative assessments of pedagogical competencies with qualitative feedback from teacher trainees. The study involved 150 teacher trainees who utilized ChatGPT for interactive simulations, lesson design assistance, and reflective practice over a 10-week period. The results indicate that the use of ChatGPT significantly improved the trainees’ lesson planning skills, ability to engage students, and adapt teaching strategies to diverse learners. Trainees also reported increased confidence in applying pedagogical knowledge in real classroom settings. This study concludes that ChatGPT can be an effective tool in teacher training, helping to enhance pedagogical competencies and provide personalized support for educators’ professional growth.
Altamirano-Droguett, J., Araya-Acuña, F., Jorquera-Carrasco, K., & Peña-Peña, A. (2025). Professional identity teacher-student dyad: Implications in the midwifery teaching-learning process. Educacion Medica, 26(4). Scopus. https://doi.org/10.1016/j.edumed.2025.101043
Arranz-García, O., García, M. D. C. R., & Alonso-Secades, V. (2025). PERCEPTIONS, STRATEGIES, AND CHALLENGES OF TEACHERS IN THE INTEGRATION OF ARTIFICIAL INTELLIGENCE IN PRIMARY EDUCATION: A SYSTEMATIC REVIEW. Journal of Information Technology Education: Research, 24. Scopus. https://doi.org/10.28945/5458
Aspelin, J., Lindberg, S., Östlund, D., & Jönsson, A. (2025). Preservice Special Educators’ Relational Competence in Virtual Simulations with Avatars. Teacher Educator, 60(2), 267–289. Scopus. https://doi.org/10.1080/08878730.2024.2385381
Baymetov, B. B., Muratov, K. K., Yusupova, S. A., Norqulova, D. U., Muxitdinova, M. S., Khamraqulova, M. T. K., Yusupov, U. K., & Susilawati, A. (2025). TECHNOLOGIES FOR THE SCIENTIFIC AND THEORETICAL FORMATION OF PROFESSIONAL COMPETENCE IN FUTURE FINE ARTS TEACHERS. Journal of Engineering Science and Technology, 20(3), 17–24. Scopus.
Boeris, C. E. (2025). Towards a reformulation of teaching proposals for technological content in library science programs. Palabra Clave (La Plata), 14(1). Scopus. https://doi.org/10.24215/18539912e238
Brenes, P., Lozano-Cabezas, I., & Ordóñez, G. (2025). The management of IT resources for research: A case study of Didactic research training for student teachers. Dalam Improving Teacher Educ. Through Qualitative Res. (hlm. 19–37). Nova Science Publishers Inc.; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-105000200092&partnerID=40&md5=70d189eb4f9f15b5c3c77ca06fdc1a53
Dang, T. P., Bui, T. T., Bui, D. Q., Vuong, Q. A., & Kieu, T. L. (2025). Teachers’ perspectives on the current state of the development of Vietnamese junior secondary school students’ digital competence. Data in Brief, 60. Scopus. https://doi.org/10.1016/j.dib.2025.111507
Dinh, T. N. T., Van Nguyen, H., Vu, A. T. L., Nguyen, P. M., Nguyen, T. T. A., & Phan, L. T. (2025). The capacity of primary school inclusive teachers meets the requirements of the 2018 general education program. Multidisciplinary Science Journal, 7(3). Scopus. https://doi.org/10.31893/multiscience.2025170
Elomari, D. (2025). The Development of the Online Collaboration Competency in a MOOC of Teaching French as a Foreign Language: A Case Study in a Moroccan School of Business and Management. XLinguae, 18(1), 21–31. Scopus. https://doi.org/10.18355/XL.2025.18.01.02
Herut, A. H., & Setlhako, M. A. (2025). Shaping future preschool teachers in Ethiopia: A qualitative evaluation of pedagogical competence development mechanisms. Social Sciences and Humanities Open, 11. Scopus. https://doi.org/10.1016/j.ssaho.2024.101218
Ivanov, A., Radonji?, A., Stoši?, L., Kr?adinac, O., ?oki?, D. B., & ?oki?, V. (2025). Teachers’ Digital Competencies Before, During, and After the COVID-19 Pandemic. Sustainability (Switzerland), 17(5). Scopus. https://doi.org/10.3390/su17052309
Jaramillo Castellón, L., Cedeño Sánchez, L. V., & Reyes Palau, N. C. (2025). Professional development needs in English for specific purposes of educators in health fields. European Public and Social Innovation Review, 10. Scopus. https://doi.org/10.31637/epsir-2025-1994
Korkeaniemi, A., Lindfors, E., & Kiviranta, L. (2025). Teaching technology to young learners: Teachers’ individual competencies. International Journal of Technology and Design Education. Scopus. https://doi.org/10.1007/s10798-025-09973-2
Lap, T. Q., Vy, P. N. T., & Ngo, N. H. H. (2025). Second-Career EFL Teachers’ Experiences of Adaptability and Sustainability in English Language Teaching. Educational Process: International Journal, 14. Scopus. https://doi.org/10.22521/edupij.2025.14.46
Leichner, N., Prestele, E., Matheis, S., Weis, S., Schmitt, M., & Lischetzke, T. (2025). Motivation to become a teacher allows for predictions on goal orientations but only partially on pedagogical knowledge or self-assessed competencies. Zeitschrift fur Padagogische Psychologie, 39(1–2), 65–80. Scopus. https://doi.org/10.1024/1010-0652/a000348
Li, J., & Bai, B. (2025). Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers. Computers and Education, 232. Scopus. https://doi.org/10.1016/j.compedu.2025.105295
Maddeh, T., & Desbiens, J.-F. (2025). The positive impact of an in-service training program in the prevention and management of indiscipline in secondary school physical education in the Maghreb region. Physical Education and Sport Pedagogy. Scopus. https://doi.org/10.1080/17408989.2025.2462035
Marcos, R. V. (2025). Technological, Pedagogical, and Content Knowledge (TPACK) of Secondary Mathematics Teachers: An Exploratory Sequential Mixed Methods Design. Review of Integrative Business and Economics Research, 14(2), 468–489. Scopus.
Metwally, A. A., & Bin-Hady, W. R. A. (2025). Probing the necessity and advantages of AI integration training for EFL educators in Saudi Arabia. Cogent Education, 12(1). Scopus. https://doi.org/10.1080/2331186X.2025.2472462
Mukhamedov, G. I., Ernazarov, A. N., Khimmataliev, D. O., Usarov, J. E., Nurmamatov, S. E., Omonova, N. P. Q., & Susilawati, A. (2025). PEDAGOGICAL TRAINING IN ENHANCING STUDENTS’ PRACTICAL COMPETENCE IN ELECTROMAGNETISM. Journal of Engineering Science and Technology, 20(2), 16–23. Scopus.
Muyambi, G. C., & Ramorola, M. Z. (2025). Unveiling educators’ readiness to teach through Digital Media (DM): The case of South Africa. Education and Information Technologies. Scopus. https://doi.org/10.1007/s10639-024-13310-w
Rosanawati, I. M. R., Warto, W., Djono, D., & Purwanta, H. (2025). Pedagogical Model Innovation Based on Ki Hajar Dewantara’s Among System for History Learning in the Merdeka Curriculum. Educational Process: International Journal, 14. Scopus. https://doi.org/10.22521/edupij.2025.14.39
Scarinci, A., & Savino, A. D. (2025). Skills Development for Sustainability in the VET Context: The Green Wave Project and Its Innovative Pedagogical-Didactic Model. Dalam World Sustain. Ser.: Vol. Part F128 (hlm. 127–151). Springer Science and Business Media Deutschland GmbH; Scopus. https://doi.org/10.1007/978-3-031-80380-2_7
Tarasov, S. V., Spasskaya, E. B., & Proekt, Y. L. (2025). Organisational factors influencing the integration model of interaction between a pedagogical university and a regional educational system. Obrazovanie i Nauka, 27(1), 57–87. Scopus. https://doi.org/10.17853/1994-5639-2025-1-57-87
Terrón, F. J. M., Baz, M. C., Sánchez-Sánchez, A. M., & Martin, M. G. (2025). Scientific literature on the training of university teachers in Spain: Thematic analysis. European Public and Social Innovation Review, 10. Scopus. https://doi.org/10.31637/epsir-2025-1182
Tondeur, J., Trevisan, O., Howard, S. K., & van Braak, J. (2025). Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies. Computers and Education, 232. Scopus. https://doi.org/10.1016/j.compedu.2025.105262
Tumanova, T. V., Filicheva, T. B., Yugova, O. V., & Belyakin, A. O. (2025). Modeling of inclusive strategies for personalized psychological and pedagogical support for children with special educational needs. Perspektivy Nauki i Obrazovania, 73(1), 496–511. Scopus. https://doi.org/10.32744/pse.2025.1.31
Umarova, U., Boboyeva, M., & Mardanova, F. (2025). Integration of digital technologies into the educational process. Dalam Kovalev I. & Abrorov A. (Ed.), AIP Conf. Proc. (Vol. 3268, Nomor 1). American Institute of Physics; Scopus. https://doi.org/10.1063/5.0260223
Vats, K., Singh, H., & Vats, P. (2025). Towards Enhanced Primary Education: A Framework Proposal for Integrating Active Teaching Methods and ICT to Foster Knowledge Growth. Dalam Fong S., Dey N., & Joshi A. (Ed.), Lect. Notes Networks Syst. (Vol. 1161, hlm. 539–551). Springer Science and Business Media Deutschland GmbH; Scopus. https://doi.org/10.1007/978-981-97-8602-2_48
Yespolova, G., Tanirbergen, A., Sharipkhanova, A., Bazarbek, B., & Nurgaliyeva, S. (2025). The impact of pedagogical referendariat on beginning teachers’ professional development: A case study of Kazakhstan. International Journal of Innovative Research and Scientific Studies, 8(1), 1049–1058. Scopus. https://doi.org/10.53894/ijirss.v8i1.4506
Copyright (c) 2025 Ananya Rao, Meera Gupta, Nikhil Joshi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
