Examination of the self-efficiency perceptions of educational robot use according to different variables of teachers attending the MEB in-service robotic coding course in Tokat

The aim of this study is examine the perceptions of educational robot use self – effıcacy of theachers participating in the in – service robotic coding training of the Ministry of National Education (MNE) General Directorte of teacher training according to gender, age group, education level, branch, type of institution served, seniority, time spent after receiving training, training method, having worked before and after the course, having a suitable environment for practice, number of training received, type of training, encouragement of education administrators, having a colleague working at their school. The sample of this Research, which uses a quantitave scanning model, consist of 245 teachers working in Tokat Provience at beginning of 2022 – 2023 academic year and participated in courses on in – service robotic coding. In the Research, '' The Self – Effıcacy Perception Scale For The Use Of In – Class Educational Robots For Teachers'' was used as the only factor developed by Şahin and Korkmaz (2020) and consisting of 49 items. SPSS (25.0) statistical software was used in the analysis of the datas. P<.05 was accepted as the level of signifificance, and Man – Whitney U test and Kruskal – Wallis H test were used in the relationship of variables. As a result of the Research, it was determined that the teachers participating in the MNE in service training didn't consider themselves partially sufficient to use educational robots in the class. In addition, it has been determined that the ex – officio intake of teachers in – service training doesn't change their self – effıcacy, but at the and of the trainings, there is a significant difference in the self-effıcacy perceptions of teachers who have a practice environment. Key Words: Self – efficacy, in – service education, educational robot, coding training