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: 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: mireia.usart@urv.cat despoina.schina@urv.cat vanessa.esteve@urv.cat cristina.valls@urv.cat mireia.usart@urv.cat vanessa.esteve@urv.cat

Author identifier: 0000-0003-4372-9312 0000-0001-5909-1099 0000-0001-5583-5695 0000-0003-4372-9312 0000-0001-5909-1099

Record's date: 2023-02-19

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: http://repositori.urv.cat/ca/proteccio-de-dades/

Papper original source: International Journal Of Educational Technology In Higher Education. 18 (1):

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), -. 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