抄録
This study examines how generative AI can support reflective practice prior to face-to-face collaborative reflection sessions. Five university students interacted with ChatGPT by inputting their teaching-related experiences and responding to AI-generated questions. Qualitative analysis of the AI’s questions revealed nine categories, including factual confirmation, eliciting emotions, prompting learning awareness, projecting to the future, and advisory intervention. Findings suggest that AI-generated questioning may scaffold reflection for learners who lack confidence or experience. However, concerns remain regarding AI-driven intervention and the possible simplification of reflective processes. These results highlight both the potential and the limitations of AI-supported reflection.
https://ror.org/047wxqn68 
