ChatGPT's Potential as a Teaching Tool in Teacher Education

Enhancing Dyscalculia‐Related Competencies

Bibliographic Data

ID21445997
AuthorsMustafa Gök (0000-0001-9349-4078, Van Yuzuncu Yil University Tuşba Turkey, corresponding author), Tuğba Yulet Yilmaz (0000-0003-2872-4062, Van Yuzuncu Yil University Tuşba Turkey)
Year2026
Volume61
Issue3
Publication date2026-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Education (JOURNAL)
Journal identifiersISSN: 0141-8211 • E-ISSN: 1465-3435
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ejed.70737
OpenAlexW7164938160
LanguageEN
References cited55

This study examines ChatGPT's potential for identifying and developing teachers' dyscalculia‐related competencies. This study applied an innovative method of teaching experiment combining ChatGPT‐supported sequential teaching sessions and Socratic questioning. The participants consisted of three teachers with varying experiences of dyscalculia and prior exposure to ChatGPT and who worked in different socioeconomic conditions. Data were collected through clinical interviews, video and audio recordings of teaching sessions, questions and responses directed at ChatGPT, and observation notes. Data analysis was conducted in two stages. In the first stage, teaching sessions were conducted to simultaneously reveal teachers' dyscalculia‐related competencies and improve their teaching process's quality. In the second stage, retrospective analyses of all data were conducted to evaluate the intervention's effects. Consequently, six dyscalculia‐related teacher competencies were identified, while participants' development was examined in light of these competencies

Competence (human resources) · Data collection · Psychomotor learning · Socioeconomic status · Socratic method · Teaching method · Artificial Intelligence in Healthcare and Education · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics

Tools

Open DOIOpen Access