생성형 인공지능 활용 글쓰기에 대한 예비교사의 인식 - 근거 이론에 의한 탐구

초록

Despite the ongoing discourse on how to utilize generative artificial intelligence (GenAI) in writing education, there has been a lack of research on this phenomenon from an educational perspective. This study aims to examine the true meaning of writing using GenAI and explore its pedagogical implications in depth by conducting a qualitative inquiry into the perceptions of pre-service teachers, who embody dual identities as learners and educators. To this end, 27 pre-service Korean language teachers completed two writing tasks: one by composing an essay independently and the other by utilizing GenAI tools to produce an essay on the same topic. Participants also submitted self-reports comparing and analyzing the two processes. A qualitative analysis of the self-reports and written outputs was conducted based on grounded theory and a paradigm model. Through a systematic analytical process—including open, axial, and selective coding—the present study identified a core category: "Pre-service teachers perceived the effects of writing with GenAI in contradictory ways, both across and within participants, as compared to human writing, and emphasized the need for a cautious and limited application of GenAI in writing education." This study highlighted the necessity of exploring whether GenAI tools could transcend merely assisting human writing to actively enhancing human writing abilities.

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