PERCEPCIJA (BUDUĆIH) VASPITAČA O OBRAZOVNIM ROBOTIMA U RADU SA DECOM
Perception of (Future) Preschool Teachers on Educational Robots in Working with Children

Summary/Abstract: Educational robots play a significant role in enhancing preschool education by providing a dynamic and interactive learning experience, aligning with constructivist theories. This raises the question of how future educators perceive this technology, which has the potential to improve educational practices. This study analyzes perceptions of the pedagogical potential of educational robots in preschool education, aiming to clarify how (future) educators perceive educational robots, what advantages and challenges they recognize, and whether their perceptions vary depending on their level of study. The sample included students enrolled in early childhood education programs, most of whom had no prior experience in educational work, thus being considered future educators. Descriptive statistics were used for data analysis, and the reliability of the scaling instrument was confirmed by Cronbach’s alpha coefficient (0.715). Differences in attitudes were observed between students—undergraduate students exhibited a greater presence of misconceptions. The results indicate that (future) educators generally have a positive attitude toward the potential of educational robots, recognizing them as tools that can contribute to improving educational practice and fostering children’s logical thinking. However, significant misconceptions were identified, which were linked to a lack of adequate knowledge and digital competencies among students. The study highlights the need for improving undergraduate curricula by organizing workshops and practical training, equipping (future) educators with the necessary skills for the effective implementation of educational robots in preschool settings.

• Details
• Contents