Sources of Teaching Self-Efficacy in a Preservice Teacher's Collaboratively Taught Online Robotics Lesson for Fifth Graders

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Online Pedagogies for K–12 Education (Table 6)

Abstract

With engineering and computer science included in elementary standards, teacher educators must understand how to increase preservice teachers’ (PSTs’) self-efficacy for these subjects. [Project] partnered PSTs in an instructional technology course with undergraduate engineering students to teach virtual robotics lessons to 5th graders. This case study explores one PST’s project experience to examine how it influenced her self-efficacy for teaching engineering and coding. Positive team interactions and the interest of her own children appeared to influence the development of her teaching self-efficacy through mastery experiences, vicarious experiences, social persuasion, and affective states. This study contributes to the understanding of teacher self-efficacy and suggests small group teaching opportunities can help PSTs develop efficacy for teaching engineering and coding

Authors

• Jennifer Jill Kidd, Old Dominion University
  Presenting Author

• Kristie S. Gutierrez, Old Dominion University
  Presenting Author

• Min Jung Lee, Old Dominion University
  Presenting Author

• Krishnanand Kaipa, Old Dominion University
  Non-Presenting Author

• Pilar Pazos-Lago, Old Dominion University
  Non-Presenting Author

• Stacie Ringleb, Old Dominion University
  Non-Presenting Author

• Orlando Ayala
  Non-Presenting Author