Document Type
Article
Publication Date
2025
DOI
10.1007/s10798-024-09955-w
Publication Title
International Journal of Technology and Design Education
Volume
Article in Press
Pages
28 pp.
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.
Rights
© 2025 The Authors.
This article is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original authors and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
Data Availability
Article states: "Due to the nature of the research, which includes personally identifiable information about minors, supporting data is unavailable."
ORCID
0000-0001-9800-1690 (Kidd), 0000-0002-9339-7574 (Gutierrez), 0000-0002-5675-5045 (Rhemer), 0000-0003-4348-7798 (Pazos), 0000-0003-3376-0252 (Ringleb),
Original Publication Citation
Kidd, J., Gutierrez, K., Lee, M. J., Rhemer, D., Pazos, P., Kaipa, K., Ringleb, S., & Ayala, O. (2025). Teaching to whom and with whom: The role of context in developing preservice teachers’ self-efficacy for teaching engineering and coding via robotics. International Journal of Technology and Design Education. Advance online publication. https://doi.org/10.1007/s10798-024-09955-w
Repository Citation
Kidd, Jennifer; Gutierrez, Kristie; Jung Lee, Min; Rhemer, Danielle; Pazos, Pilar; Kaipa, Krishna; Ringleb, Stacie; and Ayala, Orlando, "Teaching to Whom and with Whom: The Role of Context in Developing Preservice Teachers' Self-Efficacy for Teaching Engineering and Coding Via Robotics" (2025). Teaching & Learning Faculty Publications. 273.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/273
Included in
Curriculum and Instruction Commons, Higher Education Commons, Science and Mathematics Education Commons, Vocational Education Commons
