TY - JOUR
T1 - Exploring pre-service teachers’ reflection mediated by an AI-powered teacher dashboard in video-based professional learning
T2 - a pilot study
AU - Cai, Huiying
AU - Lu, Linmeng
AU - Han, Bing
AU - Wong, Lung Hsiang
AU - Gu, Xiaoqing
N1 - Publisher Copyright:
© Association for Educational Communications and Technology 2024.
PY - 2025/4
Y1 - 2025/4
N2 - The potential of classroom videos to enhance reflective practices in pre-service teacher education is hindered by the sheer volume of captured activities. An AI-powered teacher dashboard could address this challenge by analyzing and visualizing information extracted from these videos, supporting reflection in video-based professional learning contexts. To explore how this dashboard affects the depth of cognitive and critical reflection among pre-service teachers, we conducted a quasi-experimental study with 48 pre-service teachers from a university in eastern China. All pre-service teachers in each group watched the same classroom videos and discussed lesson plan improvements using the QQ chat tool. In the implementation condition, 24 pre-service teachers used the AI-powered teacher dashboard, while the contrast condition (n = 24) did not. Analysis of collaborative discourse, alongside descriptive and epistemic network analysis, revealed that the AI-powered teacher dashboard improved the quality of their reflection. These findings offer theoretical and practical insights for future research and practice in AI-powered video-based reflection approaches in teacher education and professional development.
AB - The potential of classroom videos to enhance reflective practices in pre-service teacher education is hindered by the sheer volume of captured activities. An AI-powered teacher dashboard could address this challenge by analyzing and visualizing information extracted from these videos, supporting reflection in video-based professional learning contexts. To explore how this dashboard affects the depth of cognitive and critical reflection among pre-service teachers, we conducted a quasi-experimental study with 48 pre-service teachers from a university in eastern China. All pre-service teachers in each group watched the same classroom videos and discussed lesson plan improvements using the QQ chat tool. In the implementation condition, 24 pre-service teachers used the AI-powered teacher dashboard, while the contrast condition (n = 24) did not. Analysis of collaborative discourse, alongside descriptive and epistemic network analysis, revealed that the AI-powered teacher dashboard improved the quality of their reflection. These findings offer theoretical and practical insights for future research and practice in AI-powered video-based reflection approaches in teacher education and professional development.
KW - Artificial intelligence
KW - Collaborative discourse
KW - Epistemic network analysis
KW - Teacher dashboard
KW - Video-based reflection
UR - https://www.scopus.com/pages/publications/85211482531
U2 - 10.1007/s11423-024-10442-1
DO - 10.1007/s11423-024-10442-1
M3 - 文章
AN - SCOPUS:85211482531
SN - 1042-1629
VL - 73
SP - 1129
EP - 1154
JO - Educational Technology Research and Development
JF - Educational Technology Research and Development
IS - 2
M1 - 103670
ER -