An associational study: preschool teachers’ acceptance and self‑efcacy towards Educational Robotics in a pre‑service teacher training program
- Autores: Despoina Schina, Cristina Valls Bautista, Anna Borrull, Mireia Usart Rodríguez, Vanessa Esteve González
- Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 18, 2021
- Idioma: inglés
- Enlaces
- Dialnet Métricas: 9 Citas
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Resumen
Purpose: This study explores pre-service preschool teachers’ acceptance and self-ef‑ cacy 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 prequestionnaires and two post-questionnaires on pre-service teachers’ acceptance and self-efcacy towards ER, and participants’ training journals.
Findings: The results show that pre-service teachers’ acceptance and self-efcacy towards ER improved after they completed the ER teacher training course. There was a signifcant diference between the start and the end of the ER training in the preservice teachers’ acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efcacy. The fndings based on the training journals show that participants positively evaluated the course. The participants also provided sug‑ gestions 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
