ChatGPT as an intelligent self-Continuous Professional Development tool for teachers

Abstract

Artificial intelligence, with its vast capabilities, has permeated various sectors of society, including education. This technological revolution has brought significant changes to both teaching and learning processes. This study aims to assess teachers' motivation to utilize AI-based tools, specifically ChatGPT, as a means of self-professional development to aid in the preparation of their pedagogical tasks. To this end, an online training session on the use of ChatGPT-4 was conducted with 41 physics teachers in the Fez-Meknes region of Morocco. During this training, teachers prepared lessons using both traditional and AI-enhanced methods. To measure their motivation towards the intelligent method, the IMMS-ARCS survey -based on four factors (Attention, Relevance, Confidence, and Satisfaction)- was employed, a global Alpha Cronbach=0.901 indicates an excellent internal consistency between the 36 items. The results indicate that teachers generally exhibit a positive attitude towards using ChatGPT as an innovative tool that can assist and streamline their teaching tasks. Additionally, the findings reveal that the four motivational factors are positively correlated, with higher values of these predictors indicating greater overall teachers’ motivation to adopt ChatGPT-4 as an intelligent tool for self-development of a new skills to improve their competencies, ultimately, enhancing students’ outcomes.