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Pre-Service Teachers’ Concerns about Social Robots in the Classroom: A Model for Development

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  Digital Object Identifier (DOI): 10.26907/esd.16.2.05
  Volume Number: 16 | Issue Number: 2 | Pages: 60 - 87
  Published: June 2021
  Article Keyword(s): beliefs, early learning, educational robotics, embodied humanoid social robots, pre-service teachers
  Article Author(s) - listed alphabetically: Andreja Istenič, Ivan Bratko, Violeta Rosanda
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Social robots are being tested in the educational arena with current thinking in two main directions. One is arguing for the benefits of robots in affective and efficient instruction and is more teacher- centered. Within the second, more student-centered oriented, proponents of human uniqueness are raising long-term concerns. Teacher-centeredness and student-centeredness form pedagogical beliefs underpinning teachers’ attitudes guiding technology integration. Limited research has explored teachers’ underlying beliefs and attitudes to social robots, with some presenting mixed feelings identifying some concerns with some identifying more positive attitudes. Preservice education is critical in forming beliefs, and this paper presents a qualitative study of Slovene pre- service pre-primary school and primary classroom pre-service teachers’ attitudes and underlying beliefs. Students were asked to reflect on their perception of social robotic educational technology in which they would highlight at their own discretion the positive, neutral and negative aspects. Students’ reflections predominantly expressed concerns. The research model was designed in part, drawing from participants reflections and on related studies. Previous studies indicated the concerns teachers hold about robotic technology, but lacked a more holistic model. We built a threefold model distinguishing instructional, social-emotional, and legal concerns. Our findings differ from related studies because they identified participants’ negative attitudes and a clear rejection of robot technology with a human-like appearance and social skills in the classroom. Previous student- centered studies reported on single groups of concerns within specific contexts without developing a holistic view relating diverse concerns in one picture. Related teacher-centered studies were arguing for refinements anticipating robot’s social intelligence affordance in the classroom. The participants in our study are not rejecting social robots as such, but in their view, the robot is not granted the status of a social entity capable of engaging in student-centered teaching and taking care of child wellbeing and development. The findings of our study call for action and informed robot development, taking into consideration teachers as co-designers.

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Journal Information

Publisher

Education and Self Development (E&SD) is published by Kazan Federal University (KFU)
See http://kpfu.ru/eng

Contact

"Education and Self Development"
Office 59, 1 Mezhlauk Street
Kazan 420021
Russia Federation

  +7 (843) 221 3475
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ISSN

ISSN 1991-7740

Frequency of Publication

E&SD publishes four print issues each year. It was established in June 2006

Impact Factor and Ranking

The Journal has been accepted for inclusion in Scopus and is applying for inclusion in Web of Science. At present it has not established an impact factor or ranking but these will be forthcoming.

Open Access

E&SD is an online, open access journal fully funded by Kazan Federal University. The Journal is a signatory to the Budapest Open Access Initiative and is committed to ensuring that all of the articles we publish are freely available. Articles are available to all without charge, and there are no article processing charges (APCs) for authors.

Scope Statement

Available here…

Article Keywords

competence competence approach creativity critical thinking didactics e-learning education educational innovations educational process educational standard educational technology evaluation feedback future teachers higher education inclusive education model motivation multicultural education pedagogy personality problem-based learning professional competence professional development professional orientation quality quality of education reading comprehension reflection self-assessment self-development social networks strategy structure students subjectivity teacher teacher education teachers teacher training technology training uncertainty university upbringing

Article Authors

Agzam A. Valeev Albina R. Drozdikova-Zaripova Alena Hašková Anastasia O. Luchinina Andreja Istenic Starcic Andreja Istenič Anna I. Akhmetzyanova Anna Kobtseva Aydar Minimansurovich Kalimullin Branka Radulović Colin Latchem Elena Ibragimova Elina B. Khobotova Evsyukova E.A. Fatemeh Khonamri Galina I. Simonova Hai-Yan Nie Ian Menter Idiyatov I.E. Ilshat R. Gafurov Inna V. Hraivoronska Inna V. Krotova Iuliia S. Kaliuzhna Kadriya Shakirova Liliana Shakirova Lira V. Artishcheva Mahmoud Azizi Martina Pavlikova Maryna I. Ihnatenko Milausha V. Gabdulkhakova Mourat Tchoshanov Natalya N. Kalatskaya Nick Rushby Olga F. Shikhova Olga G. Smolyaninova Olga K. Evdokimova Roza A. Valeeva Rushby N.J Valerian Faritovich Gabdulchakov Veronika B. Veretennikova Vsevolod V. Andreev Yu Cheng Shen Yulia Yu. Vlasova Yuri A. Shikhov Zdenka Gadušová

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