Supporting Pre-service Teachers' Understanding of Behaviour Management Using Chatbots

Abstract

This study explores the potential of Artificial Intelligence (AI)-powered chatbots to support Pre-Service Teachers (PSTs) in developing behaviour management skills within a psychologically safe, simulated environment. Guided by Bandura's Social Cognitive Theory, the research examined how personal, behavioural, and environmental factors influenced PSTs' interactions with a chatbot named Jamie. Using a qualitative descriptive methodology, data were collected via pre-and post-placement surveys across three Australian universities, supplemented by tutorial discussions. Findings revealed that PSTs valued the chatbot for allowing risk-free experimentation, immediate feedback, and increased confidence in applying classroom strategies. However, post-placement responses indicated a decline in perceived effectiveness, with concerns about the chatbot's lack of realism, behavioural complexity, and responsiveness to non-verbal cues. These limitations suggest that while chatbots can enhance initial self-efficacy and strategy development, their training value may diminish without deeper contextual and emotional fidelity. The study concludes that chatbots hold promise as supplementary tools for behaviour management training, especially when embedded in broader, multifaceted teacher education programs.