Preservice teachers’ beliefs in a mathematics/science course

Cormas, Peter C.

doi:10.1080/02635143.2020.1784126

Cited by 2 publications

(1 citation statement)

References 57 publications

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“…They are unwilling to use robots in diverse learning settings, and these attitudes are independent of age or gender [38]. The percentage of in-service teachers who have strong opinions against incorporating new forms of technology in the preschool classroom has been reported to be up to 25%, raising significant worries about how they would introduce ER to young children if it became necessary [16,39].…”

Section: Teachers' Attitudes Towards Educational Roboticsmentioning

confidence: 99%

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

et al. 2021

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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.

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Section: Teachers' Attitudes Towards Educational Roboticsmentioning

confidence: 99%

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

et al. 2021

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A Professional Development Framework for Higher Education Science Faculty that Improves Student Learning

et al. 2021

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A recent impetus for the transformation of undergraduate science instruction to improve student learning has prompted stakeholders to support professional development (PD) of higher education science faculty (instructors). In turn, stakeholders have created successful PD for instructors on the basis of research in K–12 teacher PD. However, there is no framework for PD of instructors that has been linked to student learning. The purpose of this literature review and theoretical work is to organize instructors’ PD research within a sequential framework for K–12 PD that has been linked to student learning, to examine limited evidence of student learning yielded from the PD of instructors, to determine whether and to what extent the entire sequence of the framework has been evaluated in PD for instructors, and to use a ubiquitous form of PD known as learning communities as a practical example for how to design, implement, and evaluate PD with the framework.

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Preservice teachers’ beliefs in a mathematics/science course

Cited by 2 publications

References 57 publications

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

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

A Professional Development Framework for Higher Education Science Faculty that Improves Student Learning

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