Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles

Autor/inn/en	Papadakis, Stamatios; Vaiopoulou, Julie; Sifaki, Eirini; Stamovlasis, Dimitrios; Kalogiannakis, Michail
Titel	Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles
Quelle	In: Education Sciences, 11 (2021), Artikel 204 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Papadakis, Stamatios) ORCID (Vaiopoulou, Julie) ORCID (Sifaki, Eirini) ORCID (Stamovlasis, Dimitrios) ORCID (Kalogiannakis, Michail)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Educational Technology; Technology Integration; Robotics; STEM Education; Preschool Education; Preservice Teachers; Early Childhood Teachers; Kindergarten; Teacher Attitudes; Age Differences; Teaching Experience; Technological Literacy; Knowledge Level; Programming; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Robotertechnik; STEM; Pre-school education; Vorschulerziehung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Age; Difference; Age difference; Altersunterschied; Technisches Wissen; Wissensbasis; Programmierung; Ausland; Griechenland
Abstract	The introduction of STEM education, and specifically the implementation of educational robotics (ER), has drawn researchers' attention and has shown that teachers play a crucial role in leading this innovation. The present study concerns in-service and pre-service early childhood teachers, focusing on their perceptions and attitudes about ER use in daily teaching practice. The data were collected via a questionnaire (N = 201) and explored using latent class analysis, which detected distinct clusters/profiles of participants based on their pattern of responses. Two clusters were identified: Cluster1 was relatively homogeneous, including those who share a positive attitude towards ER, while Cluster2 was heterogeneous, comprising participants with inconsistent responses and expressing negative and skeptical thinking. The cluster memberships were associated with external covariates, such as age, years of teaching experience, and variables measuring their technological competencies. The results showed that teaching experience and age were negatively associated with cluster1-membership, while educational robotics knowledge was positively associated. The findings are interpretable, and the implications for education are discussed considering the current literature. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01