From Reflection to Re-Reflection: ChatGPT and Transformative Learning in Preservice Elementary Science Education

Abstract

Reflective practice is essential in teacher education, yet traditional journaling often falls short in encouraging transformation. With artificial intelligence (AI) gaining prominence in education, there is a growing need to explore the use of generative AI to facilitate deeper reflection and professional identity development in preservice teachers. This study explores the impact of ChatGPT-based reflective writing on preservice elementary teachers' transformative learning. Grounded in Mezirow's transformative learning theory, Kolb's experiential learning cycle, and the Onion Model of Reflection, the study employed a qualitative within-subjects design with 20 female preservice teachers undergoing practicum. Purposive sampling ensured authentic classroom engagement. Participants experienced both traditional journaling and AI supported re-reflection using ChatGPT. Sources of data were reflective journals, AI interaction logs and semi-structured interviews. Depth-based and thematic analyses using an inductive coding approach with inter coder reliability (Cohen’s kappa = 0.84), revealed that ChatGPT facilitated more concentrated, deeper and clearer reflections. Reflections demonstrated higher pedagogical insight, instructional reasoning and professional identity development. Generative AI was seen to act as a reflective scaffold that prompted critical analysis and eased identity shifts in accordance with principles of transformative learning. These findings highlight the potential of AI integration into teacher preparation to assist in deep reflective practice and identity formation. The study addresses a critical gap in the literature by positioning AI as a tool for deepening reflective learning in elementary teacher preparation. It is recommended that teacher education programs incorporate AI-enhanced tools in combination with journaling to enhance reasoning, promote identity growth and maintain transformative learning.