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<p>We investigated how preservice early childhood education teachers enacted and positioned their identities during a robotics project. One focal pair engaged in robot assembly, robot programming, and lesson design. Data sources included video recordings, screen recordings, lesson plans, programmed robots, written reflections, surveys, and interviews. Guided by sociocultural and feminist identity frameworks, we analyzed how identities were enacted and positioned through action, interaction, and reflection. Findings showed that participants enacted and positioned distinctive identities: one positioned herself as technically skilled and assumed leadership in robot construction, while the other identified more strongly with teaching and led lesson design. Their collaboration showed a collective identity through pair programming and problem-solving. They recognized and affirmed each other’s competencies, balancing technical and pedagogical roles. Additionally, their engagement highlighted tensions around traditional gendered expectations in STEM. The robotics activity enabled visible expressions of identity-in-action and showed alternative forms of STEM participation. Findings are further discussed.</p>

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Identity-in-action through preservice teachers’ engagement with robotics

  • 期刊论文

  • 发表日期：

    2026年6月29日

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  • Emre Dinç,
  • Anna Yinqi Zhang

摘要

We investigated how preservice early childhood education teachers enacted and positioned their identities during a robotics project. One focal pair engaged in robot assembly, robot programming, and lesson design. Data sources included video recordings, screen recordings, lesson plans, programmed robots, written reflections, surveys, and interviews. Guided by sociocultural and feminist identity frameworks, we analyzed how identities were enacted and positioned through action, interaction, and reflection. Findings showed that participants enacted and positioned distinctive identities: one positioned herself as technically skilled and assumed leadership in robot construction, while the other identified more strongly with teaching and led lesson design. Their collaboration showed a collective identity through pair programming and problem-solving. They recognized and affirmed each other’s competencies, balancing technical and pedagogical roles. Additionally, their engagement highlighted tensions around traditional gendered expectations in STEM. The robotics activity enabled visible expressions of identity-in-action and showed alternative forms of STEM participation. Findings are further discussed.