Artificial intelligence as a collaborative reflection partner: Exploring affordances for pre-service teacher education

Date

2026-9-1

Author

Gök Ayyıldız, Neslihan

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The rapid development of generative Artificial Intelligence (AI) has created new opportunities for reflective learning in teacher education. This qualitative case study explored the affordances of AI as a co-reflection partner in pre-service teacher education. The study was conducted with 20 pre-service teachers who participated in ten online AI-integrated collaborative reflection sessions. Data were collected through pre-implementation semi-structured interviews (n = 15), post-implementation semi-structured interviews (n = 20), co-reflection papers, ChatGPT interaction logs, online session recordings, and researcher field notes. The data were analyzed using qualitative content analysis. The findings revealed three affordance themes describing how AI functioned during collaborative reflection: AI as a source of new ideas and perspectives, AI as a reflective and professional support, and AI as a complementary partner in collaborative reflection. Participants also described their experiences through three themes: experiencing the AI-integrated co-reflection process, experiencing collaborative reflection, and experiencing AI as a co-reflection partner. Overall, AI supported idea generation, reflective thinking, professional reasoning, and collaborative dialogue while participants maintained responsibility for evaluating AI-generated responses and making pedagogical judgments. The findings suggest that the educational value of AI depends on how it is pedagogically integrated into reflective learning activities. The study contributes to the growing literature on AI in teacher education by providing an empirically grounded understanding of AI as a co-reflection partner and offers implications for the design of AI-integrated reflective learning environments.

Subject Keywords

Artificial Intelligence, Case Study, Collaborative Reflection, Teacher Education

URI

https://hdl.handle.net/11511/120704

Collections

Graduate School of Social Sciences, Thesis