Pre-service teachers' use of ChatGPT and acquired moral dissonance

James G. Caling; Joanna Kyla T. Antonio; Ma Fe L. Dimatatac; Mitz D. Sabellano; Victoria Dhane R. Vicencio; Justin M. Prias; John Carlo M. Ramos

doi:10.32674/zmjq9089

Authors

James G. Caling Philippine Normal University
Joanna Kyla T. Antonio Philippine Normal University
Ma Fe L. Dimatatac Philippine Normal University
Mitz D. Sabellano Philippine Normal University
Victoria Dhane R. Vicencio Philippine Normal University
Justin M. Prias Philippine Normal University
John Carlo M. Ramos Philippine Normal University

DOI:

https://doi.org/10.32674/zmjq9089

Keywords:

moral dissonance, academic dishonesty, ChatGPT, Artificial Intelligence

Abstract

This study explores how 10 pre-service teachers at a teacher education institution in Manila utilize ChatGPT and experience moral dissonance. Data were gathered through semi-structured interviews, revealing that ChatGPT is employed for paraphrasing, information search, organizing ideas, and simplifying complex concepts. However, its use develops dependency, diminishes critical thinking, and creates tension between convenience and academic integrity. They justified their actions citing academic pressures, workload, and ineffective teaching practices. The findings highlight the moral acquired such as convenience versus conscience, pressure versus principle, and innovation versus integrity. These conflicts emphasizes the need for institutions to establish ethical guidelines and promote AI literacy. They also promote foster ethical practices among pre-service teachers and equip them to integrate AI responsibly into their practices. This study contributes to understanding the moral complexities associated with AI in education and emphasizes the importance of aligning ethical beliefs with technological advancements to uphold academic integrity.

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