Document Type

Conference Paper

Publication Date

2025

DOI

10.18260/1-2--55358

Publication Title

2025 ASEE Annual Conference & Exposition

Pages

27 pp.

Conference Name

2025 ASEE Annual Conference & Exposition, June 22-25, 2025, Montreal, Quebec, Canada

Abstract

Nationwide K–6 engineering and coding standards have made it increasingly important to prepare elementary preservice teachers (PSTs) to teach these subjects confidently and effectively. Robotics, which combines coding and engineering, provides a rich context for developing PSTs’ expertise and self-efficacy. This study builds on prior work in which PSTs in an instructional technology course collaborated with undergraduate engineering students to co-teach robotics lessons to fifth graders. Using a multiple-embedded case study approach, we examine how the interactions and teaching roles within these partnerships influenced PSTs’ teaching self-efficacy. Drawing on reflections, lesson recordings, surveys, and interviews, we present the cases of three PSTs—Lisa, Madison, and Kayla—who experienced varying levels of partner support and student engagement. Lisa and Madison were both compelled to lead robotics instruction due to perceived lack of support from their engineering partners, yet they experienced contrasting outcomes: Lisa struggled with disengaged students and malfunctioning robots, which diminished her self-efficacy, while Madison's success with highly engaged students bolstered hers. Kayla, in contrast, developed self-efficacy over time through a productive partnership with a supportive engineering student. These cases highlight the complex relationship between partner dynamics, teaching roles, perceived success, and self-efficacy development. Implications for supporting PSTs in engineering-integrated experiences are discussed.

Rights

© 2025 American Society for Engineering Education.

"ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2025 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference."

ORCID

0000-0001-9800-1690 (Kidd), 0000-0002-9339-7574 (Gutierrez), 0000-0002-5675-5045 (Rhemer), 0000-0002-8095-938X (Kaipa), 0000-0003-4348-7798 (Pazos), 0000-0003-3376-0252 (Ringleb), 0000-0003-0604-8606 (Ayala), 0000-0002-1453-2353 (Cima)

Original Publication Citation

Kidd, J. J., Gutierrez, K., Lee, M. J., Rhemer, D. M., Kaipa, K., Pazos, P., Ringleb, S. I., Ayala, O. M., Cima, F., & Kumi, I. K. (2025). A deep dive in preservice teacher self-efficacy development for teaching robotics (RTP) [Paper presentation]. 2025 ASEE Annual Conference & Exposition, Montreal, Quebec, Canada. https://doi.org/10.18260/1-2--55358

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