Articles producció científica> Pedagogia

An associational study: preschool teachers' acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

  • Datos identificativos

    Identificador: imarina:9217206
    Autores:
    Schina, DespoinaValls-Bautista, CristinaBorrull-Riera, AnnaUsart, MireiaEsteve-Gonzalez, Vanessa
    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.
  • Otros:

    Autor según el artículo: Schina, Despoina; Valls-Bautista, Cristina; Borrull-Riera, Anna; Usart, Mireia; Esteve-Gonzalez, Vanessa
    Departamento: Pedagogia
    Autor/es de la URV: Borrull Riera, Anna / 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: 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 del autor: 0000-0001-5909-1099 0000-0001-5909-1099 0000-0003-4372-9312 0000-0001-5583-5695
    Fecha de alta del registro: 2024-08-10
    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: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: International Journal Of Educational Technology In Higher Education. 18 (1): 28-
    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), 28-. 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
  • Palabras clave:

    Computer Science Applications,E-Learning,Education,Education & Educational Research
    Teachers’ perceptions
    Teachers-perceptions
    Teacher training
    Teacher acceptance
    Self-efficacy
    Preschool education
    Pre-service teachers
    Perceptions
    Educational robotics
    Computational thinking
    Attitudes
    Pedagogical & educational research
    Education & educational research
    Education
    Educación
    Educació
    E-learning
    Computer science applications
    Ciencias sociales
    Ciencias de la educación
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