Teachers Learning to Prepare Future Engineers: A Systemic Analysis Through Five Components of Development and Transfer

Autor/inn/en	Hardré, Patricia L.; Ling, Chen; Shehab, Randa L.; Nanny, Mark A.; Refai, Hazem; Nollert, Matthias U.; Ramseyer, Christopher; Wollega, Ebisa D.; Huang, Su-Min; Herron, Jason
Titel	Teachers Learning to Prepare Future Engineers: A Systemic Analysis Through Five Components of Development and Transfer
Quelle	In: Teacher Education Quarterly, 45 (2018) 2, S.61-88 (28 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Technical Occupations; Engineering; Mathematics Teachers; Science Teachers; Secondary School Mathematics; Secondary School Science; Secondary School Teachers; College Faculty; Mentors; STEM Education; Science Careers; Science Interests; Teaching Methods; Student Attitudes; Mixed Methods Research; Faculty Development; Teacher Collaboration; Teacher Attitudes; Engineering Education; Questionnaires; Observation; Intervention + Suchen Sie Ihr Suchwort? Technical occupation; Technischer Beruf; Maschinenbau; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Fakultät; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lehrerkooperation; Lehrerverhalten; Ingenieurausbildung; Fragebogen; Beobachtung
Abstract	This study used a systemic perspective to examine a five-component experiential process of perceptual and developmental growth, and transfer-to-teaching. Nineteen secondary math and science teachers participated in a year-long, engineering immersion and support experience, with university faculty mentors. Teachers identified critical shifts in perceptions of engineering, and recognized appropriateness of engineering as a career option for their students. They transferred content learning and perceptions to students, through experiential narratives and instructional activities. Teachers reported that their secondary math and science students demonstrated observable change in knowledge, skill and beliefs about engineering, subject area score and skill improvement, class engagement, and engineering-related career aspirations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01