Hofmann F, Daunicht TM, Plößl L, Gläser-Zikuda M (2025)
Publication Language: English
Publication Type: Journal article, Online publication
Publication year: 2025
Book Volume: 15
Pages Range: 1315
Article Number: 1
Journal Issue: 10
Open Access Link: https://www.mdpi.com/openaccess
Reflection skills are a key but challenging element in teacher training. Feedback on reflective
writing assignments can improve reflection skills, but it is affected by challenges (high
variability in judgments and time investment). AI-generated feedback offers many options.
Therefore, the aim of this study was to examine the potential of AI-generated feedback
compared to that provided by lecturers for developing reflective skills. A total of 93
randomly selected pre-service teachers (70% female) in a course at a German university
wrote two reflections and received feedback from either lecturers or ChatGPT 4.0 based
on the same prompts. Pre-service teachers’ written reflections were assessed, and an
online questionnaire based on standard instruments was applied. Control variables included
metacognitive learning strategies and reflection-related dispositions. Based on a
linear mixed model, the main effects on reflective skills were identified for time ( = 0.41,
p = 0.003) and feedback condition ( = −0.42, p = 0.032). Both forms of feedback similarly
fostered reflective skills over time, with academic self-efficacy emerging as a pertinent
disposition ( = 0.25, p = 0.014). The limitations of this study and implications for teacher
training are discussed.
APA:
Hofmann, F., Daunicht, T.-M., Plößl, L., & Gläser-Zikuda, M. (2025). Promoting Reflection Skills of Pre-Service Teachers – The Power of AI-Generated Feedback. Education Sciences, 15(10), 1315. https://doi.org/10.3390/ educsci15101315
MLA:
Hofmann, Florian, et al. "Promoting Reflection Skills of Pre-Service Teachers – The Power of AI-Generated Feedback." Education Sciences 15.10 (2025): 1315.
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