An Associational Study: Preschool Teachers' Acceptance and Self-Efficacy towards Educational Robotics in a Pre-Service Teacher Training Program

Autor/inn/en	Schina, Despoina; Valls-Bautista, Cristina; Borrull-Riera, Anna; Usart, Mireia; Esteve-González, Vanessa
Titel	An Associational Study: Preschool Teachers' Acceptance and Self-Efficacy towards Educational Robotics in a Pre-Service Teacher Training Program
Quelle	In: International Journal of Educational Technology in Higher Education, 18 (2021), Artikel 28 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schina, Despoina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-021-00264-z
Schlagwörter	Preschool Teachers; Self Efficacy; Teacher Attitudes; Robotics; Educational Technology; Preservice Teachers; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Robotertechnik; Unterrichtsmedien; Lehramtsstudiengang; Lehrerausbildung
Abstract	Purpose: This study explores pre-service preschool teachers' acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. Methodology: This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers' acceptance and self-efficacy towards ER, and participants' training journals. Findings: The results show that pre-service teachers' acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers' acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. Value: Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers' education. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01