Sınıf Öğretmenleri ve Sınıf Öğretmeni Adaylarının ChatGPT’ye Yönelik Metaforik Algılarının İncelenmesi

The primary aim of this study is to explore how primary school teachers and prospective classroom teachers conceptualize ChatGPT, an artificial intelligence-based chatbot, through metaphors. The study sample includes 67 primary school teachers and 112 pre-service teachers. To uncover their metaphorical perceptions of ChatGPT, participants were asked to complete the prompt, “ChatGPT is like … because …”, thereby generating a metaphor and a rationale for it. The responses were analyzed using content analysis approach. The findings indicate that both groups primarily perceive ChatGPT as a source of information and a supportive educational tool. Nevertheless, some participants highlighted potential drawbacks of ChatGPT, such as overreliance or its limitations in promoting deep thinking. Interestingly, while pre-service teachers tended to emphasize ChatGPT’s guiding capabilities and role in fostering creativity, in-service teachers focused on its limitations and possible negative effects. This study contributes to the field by shedding light on how future and current educators understand and evaluate AI tools like ChatGPT. These insights can support the development of training programs aimed at improving teachers’ and teacher candidates’ awareness, readiness, and competencies related to the educational use of artificial intelligence technologies.