Akademik Veri Yönetim Sistemi
EDUCATION AND INFORMATION TECHNOLOGIES, cilt.1, sa.1, ss.1, 2025 (Scopus)
This qualitative phenomenological case study examined the use of ChatGPT as a mentor in lesson planning among five social studies teacher candidates (TCs). Data were collected through pre-implementation and post-implementation written forms and weekly reflections to explore how ChatGPT shaped their planning practices. Before using ChatGPT, participants reported difficulties in engaging attention, fostering motivation, designing activities, and integrating values. After using ChatGPT, most noted improvements in these areas and reduced dependence on traditional resources. ChatGPT also enabled broader access to instructional materials, enriching the content and diversity of their lesson plans. Despite these benefits, candidates still needed peer interaction and human guidance to navigate the planning process effectively. Additionally, using ChatGPT enabled access to a wider range of materials, enhancing the variety and richness of their lesson plans. By the end of the study, most participants expressed intent to continue using ChatGPT in future teaching practice. The findings of this study suggests that ChatGPT holds potential as a supportive tool for lesson planning. However, it also highlights the importance of human interaction and pedagogical expertise as complementary factors in these processes. The study is limited to five participants and their individual experiences using ChatGPT without researcher intervention. Since no control group was used, it is unclear whether improvements stemmed from ChatGPT or from experience gained during the process. Future studies could address this limitation by including control groups and examining the effects of ChatGPT use among in-service teachers across different educational contexts.