Abstract:
The global proliferation of generative AI is being debated because of its implication on education. Despite rapid adoption of ChatGPT-3.5 in educational settings, research is scarce as educators and institutions are not fully prepared to face the potential unforeseen and long-term consequences of ChatGPT on student learning dispositions. This study explored pre-service mathematics teachers' experiences with ChatGPT and their perceptions regarding its affordances, ethical issues, and potential uses in education and future teaching. Using a convenience sampling, 25 second- and third-year pre-service mathematics teachers (22 female and 3 male) participated in the study. Qualitative data were collected from semi-structured online interview forms and a subsequent focus group discussion, which were analyzed using thematic analysis methodology. A perceptual model of ChatGPT adoption (PMCA) including five main themes were developed: familiarity with ChatGPT, positive appraisals, dissatisfactory experiences and ethical concerns, aspirations to use in mathematics teacher education, and aspirations to use for prospective teaching. The research results showed that teacher candidates found using ChatGPT in their education useful, but they also expressed their concerns about the difficulties and ethics of using ChatGPT. This study aims to provide empirical evidence for educators, policy makers, and future research to contribute to the current conversations about AI in teacher education programmes.
