Transforming teacher training: The power of ChatGPT in lesson practice and reflection
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Copyright (c) 2026 Ali Al Ghaithi, Behnam Behforouz, Abdullah Al Maqbali
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Accepted: 26 March, 2026
Authors
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Ali Al Ghaithi
Sohar University, Oman
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Behnam Behforouz
University of Technology and Applied Sciences, Shinas, Oman; Sohar University, Oman
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Abdullah Al Maqbali
Sohar University, Oman
Abstract
This research investigated the impact of ChatGPT on pre-service teachers’ evaluations through classroom demonstrations and written reflections on lesson planning. The research involved 40 Omani pre-service teachers, who were randomly assigned to either the experimental or the control group, with 20 participants in each group. The experimental group received in-person instruction and essential training similar to the control group, but they also used ChatGPT as a facilitator during their preparatory work. The experimental group achieved better results than the control group across all subsequent assessments that evaluated teaching demonstration and reflective report skills. The research findings provide essential value to teachers, institutions, and curriculum developers.
Keywords: AI/ChatGPT, Preservice teachers, teaching practice, Reflective practice
