An associational study: preschool teachers' acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program.

Purpose: This study explores pre-service preschool teachers' acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course.

Methodology: This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers' acceptance and self-efficacy towards ER, and participants' training journals.

Findings: The results show that pre-service teachers' acceptance and self-efficacy towards ER improved after they completed the ER teacher training course.