| Abstract [eng] |
Topic of the work: Self-reflection on teaching practices using artificial intelligence: an action research study based on the DMEE model The issue of the work: To what extent do the teacher’s own (subjective, interpretive) analysis and the artificial intelligence’s (systematic, text-based) analysis of the same lesson according to the factors of the DMEE model, and can AI serve as an objective “mirror” helping the teacher identify the “blind spots” in their practice? The object of the work is the analysis and reflection on the teacher’s educational practice, comparing human and artificial intelligence interpretations. The aim of the work is to investigate the applicability of artificial intelligence (LLM) to the analysis of teacher-led lessons, comparing the AI-generated assessment with the teacher’s own self-reflection based on the factors of the DMEE model. Tasks: 1. To analyze the concept of educational effectiveness and the factors of the Dynamic Model of Educational Effectiveness (DMEE) at the classroom level. 2. To reveal the possibilities of applying artificial intelligence in teachers’ professional activities and self-reflection. 3. To adapt the factors of the DMEE model by creating a simplified tool (“category book”) for the analysis of lesson transcripts. 4. Conduct a comparative qualitative analysis between the teacher’s self-reflection and the AI’s evaluation of the same lessons, identifying overlaps, differences, and the potential of AI. Methods: analysis of scientific literature, action research, deductive content analysis (using a category book), comparative qualitative analysis (comparing human and AI results). Results and conclusions: The Dynamic Model of Educational Effectiveness (DMEE) is based on a four-level multi-tiered structure (student, classroom, school, and system) that identifies measurable factors that vary by level and the relationship of each level to student achievement. At the classroom level, eight factors have been identified that characterize the teacher’s classroom activities and their impact on student outcomes. The application of artificial intelligence in teachers’ professional activities is focused on reducing the teacher’s workload, monitoring student progress, and introducing innovations in the classroom. The reviewed literature still pays too little attention to artificial intelligence as a tool for teachers’ professional development and self-reflection, which would allow for the analysis of classroom activities. A comparative deductive qualitative analysis of teachers’ self reflection and artificial intelligence content revealed that, across the 5 analyzed lessons, 32% of the 4 content overlaps, 27% each consisted of AI omissions and AI hallucinations, and 14% consisted of AI discoveries, and it was demonstrated that AI is not a substitute for self-reflection—it is a structural complement to self-reflection. |
