Secondary level engineering professional development: content, pedagogy, and challenges
Secondary level engineering professional development: content, pedagogy, and challenges
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中学工程专业发展：内容、教学法和挑战
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发表时间：
2012
期刊：
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通讯作者：
R. Custer
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文献类型：
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作者：
J. Daugherty;R. Custer
本研究的设计是一项多案例研究，旨在研究为中学教师提供以工程为导向的专业发展所涉及的知识、教学原则和挑战。一套标准被用来确定在美国进行分析的五个代表性项目。使用了各种工具和程序来收集数据，包括现场观察、访谈、焦点小组和文件审查。研究结果表明，工程专业发展倾向于以课程开发和实施为重点的工作。考虑到工程的独特的设计方向，这并不奇怪，面向工程的专业发展的焦点往往集中在参与活动，主要关注过程而不是内容。这项研究的一个关键结果是，二级工程缺乏清晰表述和清晰表达的概念基础。在教学法方面，研究人员确定了对建模和应用学习的高度重视。与此同时，研究人员观察到缺乏对教学过程和技术的反思和分析的重视，这些过程和技术用于塑造教师向学生教授工程的能力。研究结果还包括教师在从事工程专业发展时提出的担忧。这些问题包括对技术知识的关注，特别是对专业软件应用程序和其他工具的使用，以及时间、资源和适当课程的可用性等实际问题的关注。
The design of this study was a multiple case study conducted to examine the knowledge, pedagogical principles, and challenges involved in providing engineering-oriented professional development for teachers at the secondary school level. A set of criteria was used to identify five representative projects for analysis in the US. A variety of tools and processes were used to gather data including on-site observations, interviews, focus groups and document reviews. Results of the study indicate that engineering professional development tends to be based on work focused on curriculum development and implementation. Given the distinct design orientation of engineering, it is not surprising that the focus of engineering-oriented professional development tends to concentrate on engaging activities, with a primary focus on process rather than content. A key outcome of this study was an observed lack of a clearly formulated and articulated conceptual foundation for secondary level engineering. Regarding pedagogy, the researchers identified a heavy emphasis on modeling and applied learning. At the same time, the researchers observed a lack of emphasis on reflection and analysis of the pedagogical processes and techniques used to shape teachers’ ability to teach engineering to their students. The findings of the study also include concerns raised by teachers as they engage in engineering professional development. These include concerns about technical knowledge, particularly with the use of specialized software applications and other tools, as well as with practical issues such as time, resources, and availability of appropriate curriculum.