Pre-service teachers’ concerns about social robots in the classroom: A model for development

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