Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

2022 ◽  
pp. 807-823
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Preschool Teachers ◽  
Great Influence ◽  
Preschool Education ◽  
Educational Robotics ◽  
Teachers Perceptions ◽  
Preschool Classrooms ◽  
Teachers Attitudes ◽  
The Impact

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

2020 ◽  
pp. 339-355
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Preschool Teachers ◽  
Great Influence ◽  
Preschool Education ◽  
Educational Robotics ◽  
Teachers Perceptions ◽  
Preschool Classrooms ◽  
Teachers Attitudes ◽  
The Impact

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

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

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Despoina Schina ◽  
Cristina Valls-Bautista ◽  
Anna Borrull-Riera ◽  
Mireia Usart ◽  
Vanessa Esteve-González
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Self Efficacy ◽  
Group Intervention ◽  
Preschool Teachers ◽  
Ease Of Use ◽  
Educational Robotics ◽  
Perceived Ease Of Use ◽  
Significant Difference ◽  
The Impact

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.

scholarly journals ANALYSIS OF POSTGRADUATE THESES PREPARED FOR THE PRESCHOOL PERIOD ON “ENVIRONMENTAL EDUCATION” CONDUCTED BETWEEN 2011 AND 2020 IN TURKEY: A CONTENT ANALYSIS

2021 ◽  
Author(s):  
Nafiye Bilge Koçak Tümer
Keyword(s):  
Data Collection ◽  
Environmental Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Subject Area ◽  
Preschool Period ◽  
Analysis Technique ◽  
Group Methods ◽  
Centre Database ◽  
Education In Turkey

This study was conducted to analyze postgraduate theses in the field of environmental education in preschool education in Turkey between 2011 and 2020 in terms of their distribution, levels (doctorate, master’s), sample groups, and data collection tools. To establish the theses written in the field, the Higher Education Council National Thesis Centre database was reviewed on April 16th, 2020. Care was taken to determine postgraduate theses according to the criteria of having been conducted on environmental education with preschool children, preschool teachers/prospective preschool teachers and families, having been conducted on the subject area of education and training, having been registered to YÖK National Thesis Centre with permission for access. In line with these criteria, a total of 12 postgraduate theses were included in the study. The data were accessed using the document analysis technique. Detailed information about the postgraduate theses was collected using a “Postgraduate Thesis Examination Form.” Postgraduate theses included in the study were examined under the headings of thesis year, thesis type, objective, study group, methods, and designs, and data collection tools and frequency (f) were used in the analysis of data. When the distribution of postgraduate theses studies was conducted in terms of thesis type, it was found that the number of masters’ theses (n=8) was much higher than the number of doctoral theses (n=4), there was a large increase in the number of theses in 2015, the theses were mostly doctoral (n=3), and children mostly featured in the postgraduate thesis studies conducted within the specified dates..

scholarly journals Computer games in preschool education: Potential risks from the teachers' perspective

2021 ◽  
Vol 70 (1) ◽  
pp. 37-53
Author(s):  
Anastasija Mamutović ◽  
Zorica Stanisavljević-Petrović ◽  
Marija Marković
Keyword(s):  
Computer Games ◽  
Educational Level ◽  
Preschool Teachers ◽  
Technological Development ◽  
Preschool Education ◽  
Digital Learning ◽  
Educational Work ◽  
Potential Risks ◽  
Years Of Service ◽  
Teachers Attitudes

Today's society is characterized by the expansion of scientific and technological development, leading to changes in the conception of educational work at all levels of education. The integration of digital technology is aimed at modernizing the education system. In practice, however, even the best designed media tools can quite often prove to have numerous drawbacks. Consequently, there is a need for empirical research into the educational value of digital learning tools. In view of the fact that, apart from parents, preschool teachers are the most important mediators between children and contemporary ICT devices, the aim of our study was to explore preschool teachers' perceptions of the risks and potential negative influences of computer games on children's development, behavior and learning. Teachers' attitudes were analyzed in relation to their educational level, place of work, age, and years of service, in order to identify tendencies linked to changes in the research sample structure. A quantitative approach to result analysis was employed, with a tabular and graphical presentation of the obtained data. Research results suggest teachers believe that excessive use of computer games at preschool level is accompanied by addiction, aggressive thoughts, feelings and insensitivity to scenes of violence in the real world. In contrast, teachers believe that social isolation, passivity, a decline in children's creativity and adverse effects on their physical health are not an inevitable consequence of the excessive use of computer games. As regards statistically significant differences in teachers' attitudes, the results indicate that an increase in the number of years of service and educational level is linked to increased perceptions of the drawbacks relative to the benefits of using computer games. Teachers' place of work is not statistically significant in determining their attitudes to the potential risks of using computer games.

Inclusive education as seen by mainstream preschool teachers

2020 ◽  
Vol LXXXI (2) ◽  
pp. 85-98
Author(s):  
Elżbieta Paradowska
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
College Level ◽  
Successful Teachers ◽  
Inclusive Preschool ◽  
Teachers Attitudes ◽  
Education Of Students ◽  
Architectural Barriers

Despite the fact that the process of inclusive education implementation has been taking place in Poland for a few years now, it still encounters a lot of obstacles relating to, among other things, the readiness of mainstream settings, including teachers, for inclusion. For this process to be successful, teachers’ attitudes to the idea of inclusive education are also important. The primary purpose of the study was to explore the opinions of mainstream preschool teachers on selected aspects of inclusive education for students with disabilities. The study covered 76 preschool teachers. A diagnostic survey was used in the study. The findings showed that mainstream preschool teachers (generally) supported the idea of inclusive education for students with disabilities to a small extent only (i.e., a little bit below the average). This opinion correlated positively with a sense of readiness for specific tasks relating to the education of students with disabilities and providing it in an educational setting as well as with having formal teacher education in this area. The study also showed that mainstream preschool teachers were relatively most favorably inclined (however, only around the average) toward inclusive preschool education for students with mild intellectual disabilities, and least favorably - for students with multiple disabilities and blind students. The findings confirmed the reports found in the literature regarding significant gaps in preparation for tasks relating to the education of students with disabilities felt by mainstream preschool teachers. They also confirmed the fact that the vast majority of teachers saw many obstacles to the implementation of inclusive education in preschool, in particular relating to: specialists (mainly lack of specialists), too large preschool groups, and school space (mainly architectural barriers). Moreover, the findings showed that only a small number of teachers saw advantages of inclusive education - subject to specific conditions, though. The study findings suggest that it is necessary to provide more effective, specialist support for mainstream preschool teachers in their work with students/children with disabilities and to introduce changes in preschool teacher training at the college level.

scholarly journals Stavovi budućih vaspitača o integrativnom pristupu razvoju matematičkog mišljenja

2021 ◽  
Vol 34 (3) ◽  
pp. 124-134
Author(s):  
Jasmina Milinković ◽  
Marija Vorkapić
Keyword(s):  
Professional Competence ◽  
Preschool Teachers ◽  
Mathematical Reasoning ◽  
Preschool Education ◽  
Integrative Approach ◽  
Initial Development ◽  
Teachers Attitudes

The research deals with integrative approach in preschool education. The integrative approach is based on the hollistic perception of the preschool children's world. This approach is one of the key elements of the new concept of preschool education set out in a document entitled "Years of Ascent". The paper looks at the place of mathematical contents in the curriculum as well as the characteristics of the integrative approach which provide the conditions for the initial development of mathematical reasoning. The empirical section of the paper offers the results of the research related to pre-service preschool teachers' attitudes towards the integrative approach. The aim of the paper is to contribute, both theoretically and empirically, to a better understanding of the importance of the preschool teachers' professional competence to implement integrated activities.

scholarly journals The impact of STEAM integration on preservice teachers' disposition and knowledge

2020 ◽  
Vol 13 (1) ◽  
pp. 27-42
Author(s):  
Shuhua An
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Content Type ◽  
Inquiry Process ◽  
Science Technology ◽  
And Mathematics ◽  
The Impact ◽  
Mathematics Methods Courses

PurposeThis study intended to provide such an opportunity to preservice teachers with a project-based learning (PBL) approach and an inquiry-based pedagogy to engage them in learning science, technology, engineering and mathematics (STEM) knowledge and skills of integration with adding an art component to STEM as science, technology, engineering, arts and mathematics (STEAM) for K-8 children, and developing their own STEAM tasks. The purpose of this project was to explore how STEAM integration in mathematics methods courses influenced K-8 preservice teachers' disposition and knowledge of STEAM integration.Design/methodology/approachThis project used a mixed-research design in data collection and analysis to examine the effects of using the STEAM integration on preservice teachers' knowledge and disposition. The preservice teachers in two EDEL 462 classes in Spring 2019 participated in STEAM learning and development in the inquiry process of four steps of STEAM integration. Data collection includes the pre- and postquestionnaires on teachers' knowledge and disposition.FindingsThe results in this study show that the STEAM integration in the mathematics methods courses engaged preservice teachers in four steps of the inquiry process of connection, collaboration, communication and evaluation for STEAM integration using PBL approach. The preservice teachers not only enhanced their disposition in attitude and confidence but also enhanced their knowledge of STEAM integration.Research limitations/implicationsThe following conclusions can be drawn from the present study that integrating STEAM components in mathematics methods fosters preservice teachers' creativity, connection, communication, application and teamwork skills, and importantly, it enhances K-8 preservice teachers' productive dispositions and knowledge in STEAM integration.Practical implicationsThe results of this study indicate that using math methods courses to engage preservice teachers in learning STEAM integration and designing authentic STEAM tasks in four steps enhanced preservice teachers' attitude and confidence that significantly related to their knowledge of STEAM integration.Originality/valueThese findings have significant implications for the understanding of how to prepare future teachers in STEAM integration in higher education.

scholarly journals The Efficacy of Drama in Field Experience: A Qualitatıve Study Using Maxqda

2016 ◽  
Vol 6 (1) ◽  
pp. 10
Author(s):  
Senel Elaldi ◽  
Nazli Sila Yerliyurt
Keyword(s):  
Preservice Teachers ◽  
Field Experience ◽  
School Connectedness ◽  
Preschool Teachers ◽  
Descriptive Analysis ◽  
Spring Semester ◽  
Service Training ◽  
Qualitative Data Analysis Software ◽  
Faculty Of Education ◽  
The Impact

This study attempted to evaluate the views of senior preservice preschool teachers on the efficacy of drama activities in their field experience in terms of the effect of students’ learning, socialization, individual or group work skills and school connectedness and also disclosed the suggestions of senior preservice preschool teachers for faculty members who give drama lectures regarding the delivery of drama course. The study group included 51 (Female = 37, Male = 14) senior preservice preschool teachers studying in the Faculty of Education at Cumhuriyet University, Turkey in the spring semester of the 2016-2017 academic year. Data were collected through an interview form including five semi structured questions that were prepared in line with the aim of the study by the researchers. The data were analyzed using MAXQDA-11, qualitative data analysis software, and descriptive analysis technique. Main themes were generated and then the views were aligned under the themes. The findings revealed that senior preservice preschool teachers had positive views regarding the impact of drama activities in their field experience. In-service training programs were suggested to be designed systematically for professional development of preservice teachers.

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