예비 초등영어교사의 적응적 전문성 신장을 위한 인공지능 챗봇 교육과정 개발

Development of an AI chatbot curriculum for pre-service primary English teachers’ adaptive expertise

This study reports on an AI chatbot curriculum which was designed for pre-service primary English teachers to improve adaptive expertise. Adaptive expertise enables teachers to envisage pedagogical changes in future class and adapt or improve their teaching approaches and methods. During the fall semester of 2019, nine groups of twenty-six pre-service teachers participated in a series of lectures and workshops and developed two types of English chatbots, each targeting either 3-4 graders or 5-6 graders at primary school. Before and after the implementation of the curriculum, a questionnaire was conducted to examine their adaptive expertise in terms of knowledge, practice, attitude, and willingness. Results indicated that the curriculum was beneficial to their knowledge of, practice in, and attitude to AI chatbot technology for English education, but less effective in reinforcing their willingness to use the AI technology. The effects of the curriculum were further evaluated by the SAMR model (substitution, augmentation, modification, and redefinition), which encompasses multiple levels of pedagogical application of new technology (Puentedura, 2013), and it was found that the curriculum not only enhanced but also transformed learning experiences of the pre-service teachers. These findings lead us to suggest several implications for future research and curriculum design.