Pre-service Teacher Perceptions of ChatGPT for Lesson Plan Generation
Peter Kalenda, Logan Rath, Marium Abugasea Heidt, Allison Wright
Abstract
This study explores preservice education student perceptions on ChatGPT's ability to write lesson plans through the use of a guided analysis process with 59 undergraduate and graduate students enrolled in STEM, TESOL, and Social studies methods courses for grades PreK-12. A pre- post-survey and a reflection on the strengths and weaknesses of ChatGPT were written by participants. Statistically significant findings were revealed regarding student perceptions of ChatGPT's ability to write a complete lesson plan in their content area and ChatGPT's ability to write a detailed lesson plan for a substitute teacher. In both cases, students’ perceptions of ChatGPT to complete these tasks decreased after they engaged in analysis of the content. Students shared that they plan to use ChatGPT for lesson planning as a practicing educator, but indicated that revision of output is necessary. A call for future work is explored.