| dc.creator | Ossa, Carlos | |
| dc.creator | Willatt, Carlos | |
| dc.date | 2024-04-11T06:52:42Z | |
| dc.date | 2024-04-11T06:52:42Z | |
| dc.date | 2023 | |
| dc.date.accessioned | 2024-07-17T21:13:16Z | |
| dc.date.available | 2024-07-17T21:13:16Z | |
| dc.identifier | 10.32457/ejep.v16i2.2412 | |
| dc.identifier | 18888992 | |
| dc.identifier | https://hdl.handle.net/20.500.12728/11159 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/9509462 | |
| dc.description | This paper presents the implementation of Generative Artificial Intelligence (GAI) for providing descriptive feedback on 578 responses to pedagogical cases written by a cohort of students (n = 347) from seven initial teacher education programs at a Faculty of Education in Chile. To deliver feedback on these responses, a process called RECaP-GPT was developed, which incorporates human action and utilizes ChatGPT-4 as a teaching support tool. The feedback provided is based on pre-established criteria known to the students. The feedback generated by the GAI was validated and delivered to the students to enhance their evidence of learning throughout a semester of classes. The paper discusses the capacity of this tool to offer formative and extensive feedback on students' written work in a short period of time. Furthermore, it raises limitations observed in the implementation process that necessitate further research. | |
| dc.format | application/pdf | |
| dc.language | en | |
| dc.publisher | Universidad Autonoma de Chile | |
| dc.subject | generative artificial intelligence | |
| dc.subject | case study | |
| dc.subject | descriptive feedback | |
| dc.subject | academic writing | |
| dc.subject | initial teacher education | |
| dc.title | Providing academic writing feedback assisted by Generative Artificial Intelligence in initial teacher education contexts | |
| dc.type | Article | |
