TEACHER TRAINING IN THE USE OF CHATGPT: CHALLENGES AND POSSIBILITIES

Abstract

This article addresses teacher training for the use of ChatGPT in teaching practice, investigating challenges and possibilities of this artificial intelligence tool. The study, of qualitative and quantitative nature, was conducted at the Physics Institute of UFMT with teachers working in Basic Education and undergraduate students, with the objective of proposing training that would allow participants to evaluate a practical guidance guide to assist them in using this artificial intelligence tool. The research is justified by the rapid adoption of ChatGPT, its disruptive potential, and the lack of adequate training for educators. Data collection occurred in three stages: tool exploration, online training (with presentation, forum, and workshop), and application of a questionnaire after training. The results show that, although most participants already knew about ChatGPT, few used it frequently, revealing insecurity regarding its resources. The training contributed to broadening understanding, reducing apprehension, and encouraging the integration of AI into teaching practice. The guide was evaluated as useful, organized, and clear. It is concluded that ChatGPT is a promising tool for optimizing time and exploring new pedagogical possibilities, highlighting the importance of continuing education for critical and responsible use.