First steps towards building engineering PCK – novice teachers in the context of professional development

Research output: Contribution to conference without a publisher/journalPaperResearchpeer-review

Abstract

In Denmark engineering is emerging as a way to learn about technology and science. For this reason it is timely to devise relevant in-service training for teachers. The present study addresses the challenges engineering-novice teachers face, as they learn about engineering in workshops and experiment with the method in their own teaching practice. Using an engineering-PCK framework we report and discuss data gathered from a case study of 10 teachers experimenting with engineering and survey data from a larger population. The results shows that the novice teachers in this study were focused on experimenting with their teacher role and that the most important learning issue was for the students to learn the engineering-design-process. There was also a great variation in teachers uptake and performance in engineering. A final general finding is that teachers use degrees freedom to control the educative space they create for their students.
Original languageEnglish
Publication dateAug 2019
Publication statusPublished - Aug 2019
EventESERA: 2019 - Bologna, Bologna, Italy
Duration: 26 Aug 201930 Aug 2019
https://www.esera2019.org/programme/

Conference

ConferenceESERA
LocationBologna
Country/TerritoryItaly
CityBologna
Period26/08/1930/08/19
Internet address

Keywords

  • education, professions and jobs
  • pedagogical content knowledge
  • stem education
  • teacher professional development

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