AI-assisted Mentoring as a Challenge for Teacher Education. Analysis of a Post-Action Reflective Conversation

Abstract

Referring to models of effective mentoring and recent studies on AI-assisted mentoring, this paper presents the initial findings of an analysis of a reflective conversation generated by a virtual agent. The aim is to support the reflective capacity of prospective teachers after they have taken action, as part of the 60–30 ECTS qualifying programme at the Pegaso Digital University.

The study highlights the challenges and opportunities posed by the use of AI-assisted digital tools in the formative relationship between host tutors (mentors) and teacher trainees (mentees), and in the supervision of this relationship by the university.