Broadening K-8 Teachers' Perspectives on Professional Development in Engineering Integration in the United States

Autor/inn/en	Yoon, So Yoon; Kong, Yi; Diefes-Dux, Heidi A.; Strobel, Johannes
Titel	Broadening K-8 Teachers' Perspectives on Professional Development in Engineering Integration in the United States
Quelle	In: International Journal of Research in Education and Science, 4 (2018) 2, S.331-348 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Elementary School Teachers; Middle School Teachers; Faculty Development; Engineering Education; Inservice Teacher Education; Teacher Surveys; Integrated Curriculum; Participant Satisfaction; Teacher Attitudes; Teacher Characteristics; Knowledge Base for Teaching; Teacher Motivation; Intention; Educational Needs; Educational Attitudes + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Ingenieurausbildung; Lehrerfortbildung; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Educational need; Bildungsbedarf; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	As the United States has introduced engineering to science through Next Generation Science Standards, in-service teacher professional development (TPD) becomes necessary because a majority of teachers did not encounter engineering and associated pedagogies in their pre-service programs. This study explored such in-service teachers' perspectives of engineering education for students and the efficacy of TPD programs in engineering. Responses from 302 K-8 teachers on an open-ended survey after a weeklong TPD were analyzed through an inductive analysis and a creative synthesis. While teachers were either intrinsically or extrinsically motivated, they preferred learning engineering through hands-on activities and liked the opportunities to interact with peer teachers, instructors, engineers, and students. They valued innovative ideas and teaching strategies that allowed them to directly integrate engineering into different subjects and wanted to learn more about different engineering fields, engineering pedagogical content knowledge and activities. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01