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.

中文翻译：

---

一项关联研究：学前教师在职前教师培训计划中对教育机器人的接受和自我效能

目的

本研究探讨了职前学前教师在大学课程中对教育机器人 (ER) 的接受度和自我效能，并检验了他们对课程的看法。

方法

这是一项联合研究设计的单组干预研究，包括定量和定性研究方法：关于职前教师对 ER 的接受度和自我效能的两个前问卷和两个后问卷，以及参与者的培训期刊.

发现

结果表明，在完成ER教师培训课程后，职前教师对ER的接受度和自我效能感都有所提高。ER培训的开始和结束在职前教师对ER在感知易用性、享受和态度方面的接受程度以及自我效能方面存在显着差异。基于培训期刊的调查结果表明，参与者积极评价了该课程。参与者还提供了改进建议，例如额外的培训课程、资源和实验时间。

价值

我们的研究揭示了 ER 培训计划的影响，并展示了将 ER 整合到职前教师教育中的重要性。