Author, as appears in the article.: Schina, Despoina; Valls-Bautista, Cristina; Borrull-Riera, Anna; Usart, Mireia; Esteve-Gonzalez, Vanessa
Department: Pedagogia
URV's Author/s: Borrull Riera, Anna / Esteve Gonzalez, Vanessa / Schina, Despoina / Usart Rodríguez, Mireia / Valls Bautista, Cristina
Keywords: Teachers’ perceptions Teachers-perceptions Teacher training Teacher acceptance Self-efficacy Preschool education Pre-service teachers Perceptions Educational robotics Computational thinking Attitudes
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.
Thematic Areas: Pedagogical & educational research Education & educational research Education Educación Educació E-learning Computer science applications Ciencias sociales Ciencias de la educación
licence for use: https://creativecommons.org/licenses/by/3.0/es/
Author's mail: anna.borrull@urv.cat vanessa.esteve@urv.cat vanessa.esteve@urv.cat despoina.schina@urv.cat mireia.usart@urv.cat cristina.valls@urv.cat
Author identifier: 0000-0001-5909-1099 0000-0001-5909-1099 0000-0003-4372-9312 0000-0001-5583-5695
Record's date: 2024-08-10
Papper version: info:eu-repo/semantics/publishedVersion
Link to the original source: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-00264-z
Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
Papper original source: International Journal Of Educational Technology In Higher Education. 18 (1): 28-
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
Article's DOI: 10.1186/s41239-021-00264-z
Entity: Universitat Rovira i Virgili
Journal publication year: 2021
Publication Type: Journal Publications
Repositori URV