Document Type
Article
Publication Date
2019
Publication Title
Innovations in Science Teacher Education
Volume
4
Issue
2
Publisher Name
The Association for Science Teacher Education
Abstract
The aim of this article is to describe a specific approach to preparing elementary teacher candidates to teach engineering through a field-based undergraduate course that incorporates various engineering experiences. First, candidates visit a children’s museum to engage in engineering challenges and reflect on their experiences as learners as well as teachers. The majority of course sessions occur on-site in a neighborhood elementary school with a dedicated engineering lab space and teacher, where candidates help facilitate small group work to develop their own understandings about engineering and instructional practices specific to science and engineering. Candidates also have the option to attend the elementary school’s Family STEM Night which serves as another example of how informal engineering experiences can complement formal school-day experiences as well as how teachers and schools work with families to support children’s learning. Overall, candidates have shown increased confidence in engineering education as demonstrated by quantitative data collected through a survey instrument measuring teacher beliefs regarding teaching engineering self-efficacy. The survey data was complemented by qualitative data collected through candidates’ written reflections and interviews. This approach to introducing elementary teacher candidates to engineering highlights the value of a) capitalizing on partnerships, b) immersing candidates as learners in various educational settings with expert educators, c) providing opportunities to observe, enact, and analyze the enactment of high-leverage instructional practices, and d) incorporating opportunities for independent and collaborative reflection.
Recommended Citation
Smetana, Lara K.; Nelson, Cynthia; Whitehouse, Patricia; and Koin, Kim. Partnering for Engineering Teacher Education. Innovations in Science Teacher Education, 4, 2: , 2019. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works,
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
© The Association for Science Teacher Education, 2019.
Comments
Author Posting © The Association for Science Teacher Education, 2019. This article is posted here for personal use, not for redistribution. The article was published in Innovations in Science Teacher Education, Volume 4, Issue 2, 2019, https://innovations.theaste.org/partnering-for-engineering-teacher-education/