A study of pre-service teachers’ perceptions of discussions using chat GPT: Focusing on pre-service teachers taking ‘teaching practice’ classes at A university

Objectives The purpose of this study were to analyze pre-service teachers’ perceptions of the case of discussion practices using chat GPT in university teaching profession classes and to identify effective strategies for the discussion. Methods After designing and conducting the six discussions using chat GPT with 47 students in teaching practice classes at A University in Gyeonggi-do, a survey was conducted on the discussion process and the effectiveness, advantages, disadvantages, and implications of the successful discussion. The process and effects of the discussion were investigated using 5-point scale questions to derive the mean and standard deviation, and the advantages, disadvantages, and implications of the successful discussion were investigated using open-ended descriptive questions, and content analysis was conducted using the constant comparison method. Results The students were generally positive about the process and effectiveness of discussions using chat GPT. Improvement of the quality of discussion, progression of difficult topic discussion, checking of the contents of prior discussion, and development of thinking were recognized as advantages, and the decline in effort to think due to over-dependence, lack of time, errors and dissatisfaction of the answers were recognized as disadvantages. Conclusions Discussions using chat GPTs are generally expected to be useful, but to be effective, it was suggested that thorough pre-discussion, critical analysis with peers and follow-up questions and answers using chat GPTs sufficient time allocation, and instructor feedback to address errors and doubts are important.