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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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This content will become publicly available on June 1, 2026
A Deep Dive in Preservice Teacher Self-Efficacy Development for Teaching Robotics (RTP)
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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- PAR ID:
- 10656252
- Publisher / Repository:
- ASEE Conferences
- Date Published:
- Subject(s) / Keyword(s):
- Engineering education pre-college engineering teacher preparation preservice teachers teacher self-efficacy robotics
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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