Autor segons l'article: Schina, Despoina; Valls-Bautista, Cristina; Borrull-Riera, Anna; Usart, Mireia; Esteve-Gonzalez, Vanessa
Departament: Pedagogia
Autor/s de la URV: Borrull Riera, Anna / Esteve Gonzalez, Vanessa / Schina, Despoina / Usart Rodríguez, Mireia / Valls Bautista, Cristina
Paraules clau: Teachers’ perceptions Teachers-perceptions Teacher training Teacher acceptance Self-efficacy Preschool education Pre-service teachers Perceptions Educational robotics Computational thinking Attitudes
Resum: 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.
Àrees temàtiques: Pedagogical & educational research Education & educational research Education Educación Educació E-learning Computer science applications Ciencias sociales Ciencias de la educación
Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
Adreça de correu electrònic de l'autor: anna.borrull@urv.cat vanessa.esteve@urv.cat vanessa.esteve@urv.cat despoina.schina@urv.cat mireia.usart@urv.cat cristina.valls@urv.cat
Identificador de l'autor: 0000-0001-5909-1099 0000-0001-5909-1099 0000-0003-4372-9312 0000-0001-5583-5695
Data d'alta del registre: 2024-08-10
Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
Enllaç font original: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-00264-z
URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
Referència a l'article segons font original: International Journal Of Educational Technology In Higher Education. 18 (1): 28-
Referència de l'ítem segons les normes APA: Schina, Despoina; Valls-Bautista, Cristina; Borrull-Riera, Anna; Usart, Mireia; Esteve-Gonzalez, Vanessa (2021). An associational study: preschool teachers' acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program. International Journal Of Educational Technology In Higher Education, 18(1), 28-. DOI: 10.1186/s41239-021-00264-z
DOI de l'article: 10.1186/s41239-021-00264-z
Entitat: Universitat Rovira i Virgili
Any de publicació de la revista: 2021
Tipus de publicació: Journal Publications
Repositori URV