ChatGPT's Potential as a Teaching Tool in Teacher Education: Enhancing Dyscalculia‐Related Competencies

Gök M., Yilmaz T. Y.

EUROPEAN JOURNAL OF EDUCATION, cilt.61, sa.3, ss.1-16, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 61 Sayı: 3
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1111/ejed.70737
  • Dergi Adı: EUROPEAN JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Sociology Source Ultimate (EBSCO), Agricultural & Environmental Science Database, Social Sciences Citation Index (SSCI), IBZ Online, Periodicals Index Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), EBSCO Education Source, MLA - Modern Language Association Database, Public Affairs Index, MLA International Bibliography
  • Sayfa Sayıları: ss.1-16
  • Van Yüzüncü Yıl Üniversitesi Adresli: Evet

Özet

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.

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.