Authors
- Igor Remorenko M. Doctor of Pedagogy, Associate Professor
- Aleksandr Savenkov Doctor of Education Sciences, Doctor of Psychology, Corresponding Member of the Russian Academy of Education, Professor
- Romanova Marina A. Doctor of Pedagogy, associate professor
Annotation
The article is dedicated to the theory and practice of using chatbots in contemporary teacher education. Modern chatbots, especially their latest modifications developed
with the use of generative artificial intelligence, have almost inexhaustible possibilities for solving educational problems, while they have not yet been mastered by the practice of modern education. The purpose of the article is to present a practice-tested methodological toolkit for using chatbots when teaching a pedagogy course to students of a pedagogical university. The main research method was the method of natural pedagogical experiment based on the authors’ observations of using the artificial intelligence resources and developing new methodological techniques for using chatbots when designing the process of teaching a pedagogy course to future teachers. The result of the study was new candidate approaches that help navigate specialists in understanding the resources of artificial intelligence as tools that generate multi-level and diverse connections that determine many “phenotypic” features of modern education. An equally significant result is the empirically discovered methodological findings in the application of chatbots within the practice of teaching pedagogical knowledge to students. The results obtained contain an understanding
of new theoretical approaches and methodological solutions to the practice of teaching pedagogy in a modern university.
How to link insert
Igor, R. M., Aleksandr, S. . & Romanova, M. A. (2024). CANDIDATE APPROACHES AND METHODOLOGY OF USING SPECIALISED GENERATIVE ARTIFICIAL INTELLIGENCE SYSTEMS IN THE STUDY OF PEDAGOGY BY UNIVERSITY STUDENTS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 18 (3), 76. https://doi.org/10.25688/2076-9121.2024.18.3.05
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