Autor según el artículo: Schina, Despoina; Valls-Bautista, Cristina; Borrull-Riera, Anna; Usart, Mireia; Esteve-Gonzalez, Vanessa;

Departamento: Pedagogia

Autor/es de la URV: Esteve Gonzalez, Vanessa / Schina, Despoina / Usart Rodríguez, Mireia / Valls Bautista, Cristina

Palabras clave: Teachers’ perceptions Teachers-perceptions Teacher training Teacher acceptance Self-efficacy Preschool education Pre-service teachers Perceptions Educational robotics Computational thinking Attitudes

Resumen: 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.

Áreas temáticas: Pedagogical & educational research Education & educational research Education Educación Educació E-learning Computer science applications Ciencias sociales Ciencias de la educación

Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/

Direcció de correo del autor: mireia.usart@urv.cat despoina.schina@urv.cat vanessa.esteve@urv.cat cristina.valls@urv.cat mireia.usart@urv.cat vanessa.esteve@urv.cat

Identificador del autor: 0000-0003-4372-9312 0000-0001-5909-1099 0000-0001-5583-5695 0000-0003-4372-9312 0000-0001-5909-1099

Fecha de alta del registro: 2023-02-19

Versión del articulo depositado: info:eu-repo/semantics/publishedVersion

Enlace a la fuente original: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-00264-z

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

Referencia al articulo segun fuente origial: International Journal Of Educational Technology In Higher Education. 18 (1):

Referencia 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), -. DOI: 10.1186/s41239-021-00264-z

DOI del artículo: 10.1186/s41239-021-00264-z

Entidad: Universitat Rovira i Virgili

Año de publicación de la revista: 2021

Tipo de publicación: Journal Publications