Continuous professional development of science teachers is closely related to their ability to reflect on their science lessons. For teachers to effectively reflect on their lesson, they need opportunities to make meaningful teaching-related experiences and receive guiding feedback for their reflections during initial teacher education. A sensible means to provide reflection opportunities for teachers is through written reflection assignments. However, assessing written reflections is conceptually challenging and resource-intensive. Recent developments suggest that artificial intelligence (AI) might provide novel opportunities for science teacher education and assessing written reflections. Consequently, we investigate ways in which AI in the form of a large language model can be utilized in a specific science teacher training program. The potential of AI for the use in higher education have been highlighted in recent years. However, it is noted that large language models oftentimes are too generic to be useful in specific science teacher education contexts. To address this issue, we used a pre-trained large language model and fine-tuned it to provide individualized feedback for pre-service physics teachers’ written reflection and investigated to which degree contextual factors impact the classification accuracy. Our results show that the pre-trained language model allowed a sufficient classification and that the classification accuracy can be improved by context specification. Our study highlights opportunities and challenges when utilizing AI, in particular large language models, for reflective writing analytics in science education.
