ChatGPT as a tool for honing teachers' Socratic dialogue skillsGregorčič, Bor (Avtor) Polverini, Giulia (Avtor) Šarlah, Andreja (Avtor) physics educationChatGPTSocratic dialogueIn this proof-of-concept paper, we propose a specific kind of pedagogical use of ChatGPT—to help teachers practice their Socratic dialogue skills. We follow up on the previously published paper 'ChatGPT and the frustrated Socrates' by re-examining ChatGPT's ability to engage in Socratic dialogue in the role of a physics student. While in late 2022 its ability to engage in such dialogue was poor, we see significant advancements in the chatbot's ability to respond to leading questions asked by a human teacher. We suggest that ChatGPT now has the potential to be used in teacher training to help pre- or in-service physics teachers hone their Socratic dialogue skills. In the paper and its supplemental material, we provide illustrative examples of Socratic dialogues with ChatGPT and present a report on a pilot activity involving pre-service physics and mathematics teachers conversing with it in a Socratic fashion.20242024-04-29 12:52:55Članek v reviji156026UDK: 37.091.3:53ISSN pri članku: 1361-6552DOI: 10.1088/1361-6552/ad3d21COBISS_ID: 194184963sl