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From Reflective Practice to Teacher Identity Development: A Qualitative Inquiry into Pre-Service Teachers' Human and AI-Enhanced Individual and Collaborative Reflective Practice Perceptions and Experiences

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Title: From Reflective Practice to Teacher Identity Development: A Qualitative Inquiry into Pre-Service Teachers' Human and AI-Enhanced Individual and Collaborative Reflective Practice Perceptions and Experiences
Language: English
Authors: Sakire Erbay-Cetinkaya (ORCID 0000-0003-2594-1205)
Source: International Journal of Technology in Education. 2026 9(1):190-207.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Preservice Teachers, Student Teacher Attitudes, Artificial Intelligence, Reflection, Teacher Education, Faculty Development, Professional Identity, Language Teachers, English (Second Language), College Seniors, Practicums, Teaching Experience
Geographic Terms: Turkey
ISSN: 2689-2758
Abstract: The current study aimed at exploring pre-service teachers' perceptions and experiences of a multi-dimensional reflective framework engaging them in individual and collaborative reflection with peers, ChatGPT, and faculty expert through focused observations and critical incident analysis. The results of the larger study aiming at exploring the impacts of the professional development framework were reported somewhere else, yet the current research partially focuses on their perceptions and experiences. The data gathered from a cohort of 33 participants (F=19; M=14) through a self-administered questionnaire were analyzed using thematic content analysis conducted manually first and then with assistance from ChatGPT as a co-pilot to ensure reliability of the former. There was a near-consensus regarding the role of the process to enhance teacher awareness of various classroom dynamics, foster a deeper understanding of their strengths and areas for improvement, i.e., sharpened noticing skills, thereby preparing them for future challenges and fostering the cultivation of a sustained discipline of critical and reflective thinking. Despite those widely acknowledged benefits, they were concerned about time and effort needed, quality and depth of feedback, and structural and logistical challenges. It ends with implications to avoid turning that well-intentioned idea into overwhelming pressure for pre- and in-service teachers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494243
Database: ERIC
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  Data: From Reflective Practice to Teacher Identity Development: A Qualitative Inquiry into Pre-Service Teachers' Human and AI-Enhanced Individual and Collaborative Reflective Practice Perceptions and Experiences
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  Data: <searchLink fieldCode="AR" term="%22Sakire+Erbay-Cetinkaya%22">Sakire Erbay-Cetinkaya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2594-1205">0000-0003-2594-1205</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education%22"><i>International Journal of Technology in Education</i></searchLink>. 2026 9(1):190-207.
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  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Seniors%22">College Seniors</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: The current study aimed at exploring pre-service teachers' perceptions and experiences of a multi-dimensional reflective framework engaging them in individual and collaborative reflection with peers, ChatGPT, and faculty expert through focused observations and critical incident analysis. The results of the larger study aiming at exploring the impacts of the professional development framework were reported somewhere else, yet the current research partially focuses on their perceptions and experiences. The data gathered from a cohort of 33 participants (F=19; M=14) through a self-administered questionnaire were analyzed using thematic content analysis conducted manually first and then with assistance from ChatGPT as a co-pilot to ensure reliability of the former. There was a near-consensus regarding the role of the process to enhance teacher awareness of various classroom dynamics, foster a deeper understanding of their strengths and areas for improvement, i.e., sharpened noticing skills, thereby preparing them for future challenges and fostering the cultivation of a sustained discipline of critical and reflective thinking. Despite those widely acknowledged benefits, they were concerned about time and effort needed, quality and depth of feedback, and structural and logistical challenges. It ends with implications to avoid turning that well-intentioned idea into overwhelming pressure for pre- and in-service teachers.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 190
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Teacher Attitudes
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Reflection
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      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: College Seniors
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      – SubjectFull: Practicums
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Turkey
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      – TitleFull: From Reflective Practice to Teacher Identity Development: A Qualitative Inquiry into Pre-Service Teachers' Human and AI-Enhanced Individual and Collaborative Reflective Practice Perceptions and Experiences
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