Abstract

This study explored the potential of artificial intelligence (AI) role-playing chatbots to enhance classroom management competency development among pre-service teachers. Through a pre-post mixed-methods survey design, data was collected to examine changes in pre-service teachers’ classroom management self-efficacy beliefs, comfort using AI technology, and perceived benefits and challenges of the AI chatbot intervention. Findings yielded changes on multiple self-efficacy beliefs, with statistically significant results in beliefs associated with managing students with disruptive or defiant behavior, as well as comfort with AI after the chatbot role-play. Overall, results indicated a positive and satisfactory user experience with the AI chatbot. Implications of integrating AI chatbots into teacher education programs are discussed.