'We Are Not Going to Educate People': How Students Negotiate Engineering Identities during Collaborative Problem Solving

Autor/inn/en	Khosronejad, Maryam; Reimann, Peter; Markauskaite, Lina
Titel	'We Are Not Going to Educate People': How Students Negotiate Engineering Identities during Collaborative Problem Solving
Quelle	In: European Journal of Engineering Education, 46 (2021) 4, S.557-574 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khosronejad, Maryam) ORCID (Reimann, Peter) ORCID (Markauskaite, Lina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2020.1821174
Schlagwörter	Cooperative Learning; Problem Solving; Professional Identity; Engineering Education; Foreign Countries; College Students; Identification (Psychology); Classroom Environment; Australia + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Problemlösen; Ingenieurausbildung; Ausland; Collegestudent; Klassenklima; Unterrichtsklima; Australien
Abstract	Professional identity development is central to engineering education and has been an important focus of design for learning. However, little is known about how learners develop different aspects of engineering identity in response to the constraints and enablements of their learning environment. The purpose of this paper is to propose an analytical approach for the exploration of how the learning environment facilitates engineering professional identity practices. We illustrate the application of the Implied Identity approach by looking at a group of four engineering students working collaboratively on a task about sustainability. We apply conversation analysis for an in-depth investigation of students' talk to explore how engineering identities are negotiated. Results show that the group's collaborative processes involve their identification with the engineering profession by excluding aspects of other professions from the (professional) self. This process is mediated by implied identities that are negotiated by participants. Applying this approach enables one to investigate the interplay between learner and learning environment and highlights the role of individuals' agency in relation to the contextual effects. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01