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Teaching to Whom and with Whom: The Role of Context in Developing Preservice Teachers' Self-Efficacy for Teaching Engineering and Coding via Robotics

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Bibliographic Details
Title: Teaching to Whom and with Whom: The Role of Context in Developing Preservice Teachers' Self-Efficacy for Teaching Engineering and Coding via Robotics
Language: English
Authors: Jennifer Kidd (ORCID 0000-0001-9800-1690), Kristie Gutierrez, Min Jung Lee, Danielle Rhemer, Pilar Pazos, Krishna Kaipa, Stacie Ringleb, Orlando Ayala
Source: International Journal of Technology and Design Education. 2025 35(4):1515-1542.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF), Discovery Research PreK-12 (DRK-12)
Contract Number: 1908743
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Robotics, Coding, Computer Science Education, Engineering Education, Preservice Teachers, Elementary School Students, Grade 5, College School Cooperation, Videoconferencing, Student Attitudes, Self Efficacy
DOI: 10.1007/s10798-024-09955-w
ISSN: 0957-7572
1573-1804
Abstract: Due to mandates for the inclusion of engineering and computer science standards for K-6 schools nationwide, there is a need to understand how teacher educators can help develop preservice teachers' (PSTs') teaching self-efficacy in these areas. To provide experience teaching and learning engineering and coding, PSTs in an instructional technology course were partnered with undergraduate engineering students in an electromechanical systems course to teach robotics lessons to fifth graders (10-11 year olds) over Zoom. A multi-case study approach explored teaching self-efficacy development for three preservice teachers during their robotics project experiences using multiple data sources, including surveys, reflections, interviews, and Zoom recordings, which were examined to identify how the project's social and intrapersonal context influenced the development of each PST's teaching self-efficacy for engineering and coding. The PSTs gained teaching self-efficacy through all four sources of teaching self-efficacy, although not all PSTs benefited from all four types, nor did they benefit equally. These sources also influenced the PSTs' intention to integrate engineering and coding into their future classrooms. This study demonstrates the potential of providing PSTs with the opportunity to teach robotics to children during their teacher preparation programs to support the development of their teaching self-efficacy for engineering and coding. When conducted in the context of a college course, such opportunities can be thoughtfully structured to leverage positive interactions with peers and elementary students and to take advantage of low-stakes environments, like afterschool clubs, offering PSTs settings rich in sources of self-efficacy information.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485399
Database: ERIC
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Abstract:Due to mandates for the inclusion of engineering and computer science standards for K-6 schools nationwide, there is a need to understand how teacher educators can help develop preservice teachers' (PSTs') teaching self-efficacy in these areas. To provide experience teaching and learning engineering and coding, PSTs in an instructional technology course were partnered with undergraduate engineering students in an electromechanical systems course to teach robotics lessons to fifth graders (10-11 year olds) over Zoom. A multi-case study approach explored teaching self-efficacy development for three preservice teachers during their robotics project experiences using multiple data sources, including surveys, reflections, interviews, and Zoom recordings, which were examined to identify how the project's social and intrapersonal context influenced the development of each PST's teaching self-efficacy for engineering and coding. The PSTs gained teaching self-efficacy through all four sources of teaching self-efficacy, although not all PSTs benefited from all four types, nor did they benefit equally. These sources also influenced the PSTs' intention to integrate engineering and coding into their future classrooms. This study demonstrates the potential of providing PSTs with the opportunity to teach robotics to children during their teacher preparation programs to support the development of their teaching self-efficacy for engineering and coding. When conducted in the context of a college course, such opportunities can be thoughtfully structured to leverage positive interactions with peers and elementary students and to take advantage of low-stakes environments, like afterschool clubs, offering PSTs settings rich in sources of self-efficacy information.
ISSN:0957-7572
1573-1804
DOI:10.1007/s10798-024-09955-w