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1. Teaching to whom and with whom: the role of context in developing preservice teachers’ self-efficacy for teaching engineering and coding via robotics

   https://doi.org/10.1007/s10798-024-09955-w  

   Kidd, Jennifer; Gutierrez, Kristie; Lee, Min_Jung; Rhemer, Danielle; Pazos, Pilar; Kaipa, Krishna; Ringleb, Stacie; Ayala, Orlando (February 2025, International Journal of Technology and Design Education)

   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. 

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2. Enhancing Preservice Teachers’ Intention to Integrate Engineering through a Multi-Disciplinary Partnership (Evaluation)

   Cima, F; Pazos, P; Kidd, JJ; Gutierrez, KS; Ringleb, SI; Ayala, OM; Kaipa, K (January 2021, 2021 ASEE Annual Conference)

   null (Ed.)

   Though elementary educators recognize the importance of integrating engineering in their classrooms, many feel challenged and unprepared to teach engineering content. The absence of effective engineering instruction in teacher preparation programs leaves future educators unprepared for this challenge. Ed+gineering is an NSF-funded partnership between education and engineering aimed at increasing preservice teacher (PST) preparation, confidence, and intention to integrate engineering into their teaching. Ed+gineering partners education and engineering students in multidisciplinary teams within the context of their respective university courses. As part of their coursework, the teams plan and deliver culturally responsive engineering lessons to elementary school students under the guidance of one engineering and one education faculty. This paper investigates the impact of Ed+gineering on PSTs’ knowledge of engineering practices, engineering pedagogical knowledge, self-efficacy to integrate engineering, and beliefs about engineering integration. The impact of Ed+gineering on participating PSTs was assessed using three collaborations involving students in engineering and education during Fall 2019 and Spring 2020. Preliminary results suggest that the Ed+gineering partnership positively impacted engineering-pedagogical knowledge, knowledge of engineering practices, and self efficacy for integrating engineering. The specific magnitude of the impact and its implications are discussed. 

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3. Partnering Undergraduate Engineering Students with Preservice Teachers to Design and Teach an Elementary Engineering Lesson Through Ed+gineering

   Gutierrez, K.; Ringleb, S.; Kidd, J.; Ayala, O.; Pazos, P.; Kaipa, K. (June 2020, 2020 ASEE Virtual Annual Conference Content Access, Virtual Online)

   Major challenges in engineering education include retention of undergraduate engineering students (UESs) and continued engagement after the first year when concepts increase in difficulty. Additionally, employers, as well as ABET, look for students to demonstrate non-technical skills, including the ability to work successfully in groups, the ability to communicate both within and outside their discipline, and the ability to find information that will help them solve problems and contribute to lifelong learning. Teacher education is also facing challenges given the recent incorporation of engineering practices and core ideas into the Next Generation Science Standards (NGSS) and state level standards of learning. To help teachers meet these standards in their classrooms, education courses for preservice teachers (PSTs) must provide resources and opportunities to increase science and engineering knowledge, and the associated pedagogies. To address these challenges, Ed+gineering, an NSF-funded multidisciplinary collaborative service learning project, was implemented into two sets of paired-classes in engineering and education: a 100 level mechanical engineering class (n = 42) and a foundations class in education (n = 17), and a fluid mechanics class in mechanical engineering technology (n = 23) and a science methods class (n = 15). The paired classes collaborated in multidisciplinary teams of 5-8 undergraduate students to plan and teach engineering lessons to local elementary school students. Teams completed a series of previously tested, scaffolded activities to guide their collaboration. Designing and delivering lessons engaged university students in collaborative processes that promoted social learning, including researching and planning, peer mentoring, teaching and receiving feedback, and reflecting and revising their engineering lesson. The research questions examined in this pilot, mixed-methods research study include: (1) How did PSTs’ Ed+gineering experiences influence their engineering and science knowledge?; (2) How did PSTs’ and UESs’ Ed+gineering experiences influence their pedagogical understanding?; and (3) What were PSTs’ and UESs’ overall perceptions of their Ed+gineering experiences? Both quantitative (e.g., Engineering Design Process assessment, Science Content Knowledge assessment) and qualitative (student reflections) data were used to assess knowledge gains and project perceptions following the semester-long intervention. Findings suggest that the PSTs were more aware and comfortable with the engineering field following lesson development and delivery, and often better able to explain particular science/engineering concepts. Both PSTs and UESs, but especially the latter, came to realize the importance of planning and preparing lessons to be taught to an audience. UESs reported greater appreciation for the work of educators. PSTs and UESs expressed how they learned to work in groups with multidisciplinary members—this is a valuable lesson for their respective professional careers. Yearly, the Ed+gineering research team will also request and review student retention reports in their respective programs to assess project impact. 

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4. Introducing Coding into Teacher Education: An Interdisciplinary Robotics Experience for Education and Engineering Students

   Kidd, J.; Kaipa, K.; Sacks, S.; de Souza Almeida, L. M. (April 2020, Society for Information Technology & Teacher Education International Conference)

   Despite nationwide mandates to integrate computer science into P-6 curriculum, most P-6 preservice teachers (PSTs) are not exposed to coding or computational thinking during their professional preparation, and are unprepared to teach these topics. This study, conducted as a part of an NSF-funded project, explores a teacher preparation model designed to increase PSTs’ coding knowledge and coding self-efficacy. PSTs in an educational technology course partnered with engineering undergraduates (EUs) in a computational methods course and worked side-by-side on robotics activities to develop skill and confidence with basic programming concepts and block coding. Students utilized experience gained from these interdisciplinary partnerships to lead robotics activities with fifth and sixth grade students (FSGs) in an after-school technology club. Findings from quantitative studies suggest that the implementation of the approach resulted in a significant increase in both PSTs’ coding knowledge and coding self-efficacy. Qualitative studies revealed that most PSTs’ and EUs’ perceived value of the project was positive. 

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5. A Deep Dive in Preservice Teacher Self-Efficacy Development for Teaching Robotics (RTP)

   https://doi.org/10.18260/1-2--55358  

   Kidd, Jennifer; Gutierrez, Kristie; Lee, Min Jung; Rhemer, Danielle; Kaipa, Krishnanand; Pazos, Pilar; Ringleb, Stacie; Ayala, Orlando; Cima, Francisco; Kumi, Isaac (June 2025, ASEE Conferences)

   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. 

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