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Journals / Uluslararası İnsan Çalışmaları Dergisi / 2026 / Cilt: 9 Sayı: 16

An Examination of Teacher Candidates’ Views on Their Use of ChatGPT and Its Contributions to Their Professional Development

Öğretmen Adaylarının ChatGPT Kullanma Durumları ve Yetişmelerine Katkılarıyla İlgili Görüşlerinin İncelenmesi

İlknur Küçükiğci(SÜLEYMAN DEMİREL ÜNİVERSİTESİ)0009-0004-7700-6686
Hasan Hüseyin Özkan(SÜLEYMAN DEMİREL ÜNİVERSİTESİ)0000-0001-5249-1444
Pages
123–150
Publication Date
2026-07-03
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to the results, pre-service teachers frequently preferred using ChatGPT for tasks such as developing activities and materials, preparing lesson plans, and providing conceptual explanations.

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of this study is to determine pre-service teachers’ perspectives on the use of ChatGPT, an artificial intelligence-based tool, in relation to its contribution to their pre-professional training, their purposes and patterns of use, and its potential impact on the future of teacher training.
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Key Findings & Data:Moreover, they demonstrated awareness of potential risks such as content reliability, superficial information generation, and cognitive dependency, indicating a development of critical consciousness regarding the use of ChatGPT.
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Conclusion & Impact:According to the results, pre-service teachers frequently preferred using ChatGPT for tasks such as developing activities and materials, preparing lesson plans, and providing conceptual explanations.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Öğretmen adayları · ChatGPT · Yapay zekâ

Abstract

The purpose of this study is to determine pre-service teachers’ perspectives on the use of ChatGPT, an artificial intelligence-based tool, in relation to its contribution to their pre-professional training, their purposes and patterns of use, and its potential impact on the future of teacher training. In this study, which is based on qualitative research methods, the data were analyzed using content analysis, and MAXQDA software was used for data analysis. The findings were categorized under seven main themes: usage and purposes of ChatGPT in instructional processes; its contribution to the professional development of pre-service teachers; the reliability and validity of the information obtained; accessibility and usability; the extent to which tasks require ChatGPT use; suggestions for its use in teaching–learning processes; and predictions regarding its effects on future educational practices. According to the results, pre-service teachers frequently preferred using ChatGPT for tasks such as developing activities and materials, preparing lesson plans, and providing conceptual explanations. Moreover, they demonstrated awareness of potential risks such as content reliability, superficial information generation, and cognitive dependency, indicating a development of critical consciousness regarding the use of ChatGPT. Easy access and free availability were identified as significant factors contributing to its widespread use, while ethical usage and the importance of teacher guidance were frequently emphasized. Additionally, it is noted that artificial intelligence technologies in education do not merely serve an instrumental function, but also signify a process in which pedagogical transformation, professional role perception, and ethical responsibilities are redefined. In this context, it is recommended that teacher training programs strengthen their content in areas such as artificial intelligence literacy, digital ethics, and critical technology use.

Özet

Bu araştırmanın amacı, öğretmen adaylarının, yapay zekâ tabanlı bir araç olan ChatGPT‘yi kullanımlarının, onların meslek öncesi eğitimlerindeki yetişmelerine katkısı, bu aracı kullanma amaçları, kullanma durumları ve gelecekte öğretmen eğitimini nasıl etkileyeceği ile ilgili görüşlerini belirlemektir. Nitel araştırma yöntemine dayalı yapılan çalışmada veriler içerik analiziyle çözümlenmiş ve veri analizinde MAXQDA yazılımı kullanılmıştır. Analizler sonucunda elde bulgular yedi ana tema altında toplanmıştır. Bu temalar: ChatGPT’nin öğretim süreçlerinde kullanım durumları ve kullanım amaçları, öğretmen adaylarının mesleki gelişimine katkısı, elde edilen bilgilerin güvenirliği ve geçerliliği, erişim ve kullanılabilirlik durumu, görevlerin ChatGPT kullanımını gerektirme durumu, öğrenme–öğretme sürecinde kullanımına yönelik öneriler ve öğretmen adaylarının gelecekteki eğitim sürecinin etkilerine yönelik öngörüler şeklindedir. Buna göre, öğretmen adaylarının ChatGPT’yi özellikle etkinlik ve materyal geliştirme, ders planı hazırlama ve kavramsal açıklamalar gibi görevlerde sıklıkla tercih ettikleri görülmüştür. Bununla birlikte içerik güvenilirliği, yüzeysel bilgi üretimi ve bilişsel bağımlılık gibi risklerin farkında oldukları, bu nedenle ChatGPT kullanımına yönelik eleştirel bir bilinç geliştirdikleri anlaşılmaktadır. Erişim kolaylığı ve ücretsiz kullanımın, kullanımın yaygınlaşmasında etkili faktörler olarak öne çıktığı, etik kullanım ve öğretmen rehberliğinin önemine sıklıkla vurgu yapıldığı görülmektedir. Ayrıca yapay zekâ teknolojilerinin eğitimde sadece araçsal bir rol üstlenmediğini; aynı zamanda pedagojik dönüşümün, mesleki rol algısının ve etik sorumlulukların yeniden tanımlandığı bir sürece işaret ettiği ifade edilmektedir. Bu bağlamda öğretmen eğitim programlarında yapay zekâ okuryazarlığı, dijital etik ve eleştirel teknoloji kullanımı gibi alanlara yönelik içeriklerin güçlendirilmesi önerilmektedir.

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Cite This Article

Küçükiğci, İ., Özkan, H. H. (2026). An Examination of Teacher Candidates’ Views on Their Use of ChatGPT and Its Contributions to Their Professional Development. Uluslararası İnsan Çalışmaları Dergisi, Cilt: 9 Sayı: 16, 123–150. https://doi.org/10.35235/uicd.1899962

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