Coding Robots for Empathy: Teacher Candidates Learning to Teach STEAM Integration in Communities of Practice

Abstract

Despite growing curricular emphasis on computational thinking (CT) and engineering design practice (EDP), preparing elementary teacher candidates (ETCs) for integrated, practice-based instruction remains challenging. Grounded in Communities of Practice (CoP) and design-based implementation research (DBIR) frameworks, this study examines how ETCs (pre-survey: n = 23, post-survey: n = 13) develop learning-to-teach practices for integrating coding and robotics into PreK–5 STEAM learning (STEM with Arts integration) to foster these competencies. The study is situated within an interdisciplinary, community-partnered course, Toying with Technology (TwT), where ETCs collaborate in Critical Friends teams to design, facilitate, and reflect on community partners’ need-oriented, empathy-centered STEAM experiences. Utilizing PreK–5 learning technologies and field-based insights from STEM/STEAM professionals, ETCs developed 5E lesson plans integrating science, literacy, mathematics, and robotics, culminating in both an in-person and a virtual STEAM Family Night. Data sources include pre- and post-surveys measuring ETCs’ technology integration perceptions, post-field exit tickets, family feedback, community partner reflections, and course artifacts. Pre-survey results indicated limited prior experience and neutral confidence regarding technology integration. In contrary, post-survey findings demonstrated significant increases in self-reported confidence, conceptual understanding of CT and EDP, and readiness to facilitate empathy-centered, technology-rich learning. Qualitative analysis further revealed growth in collaboration, problem-solving, and pedagogical reasoning, while parent and partner feedback highlighted high levels of engagement and increased STEAM interest. Overall, this study provides initial empirical evidence, within a community-partnered, empathy-oriented course design, showing how community-engaged teacher education, informed by CoP and DBIR frameworks, prepares ETCs to teach CT, EDP, and critical problem-solving through integrated, authentic STEAM integration.