You Want "Me" to Teach Engineering? Impacts of Recurring Experiences on K-12 Teachers' Engineering Design Self-Efficacy, Familiarity with Engineering, and Confidence to Teach with Design-Based Learning Pedagogy

Autor/inn/en	Smith, Shaunna; Talley, Kimberly; Ortiz, Araceli; Sriraman, Vedaraman
Titel	You Want "Me" to Teach Engineering? Impacts of Recurring Experiences on K-12 Teachers' Engineering Design Self-Efficacy, Familiarity with Engineering, and Confidence to Teach with Design-Based Learning Pedagogy
Quelle	In: Journal of Pre-College Engineering Education Research, 11 (2021) 1, S.26-41, Artikel 2 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
Schlagwörter	Graduate Study; Educational Technology; Technology Uses in Education; Engineering; Design; Elementary Secondary Education; Self Efficacy; Teaching Methods; Anxiety; Familiarity; Teacher Education; Faculty Development; Teacher Attitudes; Program Effectiveness; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Maschinenbau; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Angst; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This paper reports on findings from a group of ten teachers who were enrolled in a semester-long, graduate-level educational technology course that used design-based learning to explore the integration of making and the engineering design process into a variety of K-12 educational contexts. Using convergent mixed methods, this study examines how the course impacted teachers' familiarity and confidence in teaching the engineering design process, as viewed through their pre- and post-semester engineering design self-efficacy scores and their weekly reflective journal entries. These measures are important factors for developing teacher experience and confidence in integrating engineering and design-based learning strategies within K-12 educational contexts. Statistically significant results include increased confidence in design and decreased anxiety toward design. Findings illustrate how participants acknowledged increased familiarity and confidence in teaching the engineering design process, including their increased ability to make connections to the engineering design process, maker tools, and techniques. Implications for teacher education programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01