Integration of engineering into K-12 education: a systematic review of teacher professional development programs
Integration of engineering into K-12 education: a systematic review of teacher professional development programs
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将工程融入 K-12 教育：对教师专业发展计划的系统回顾
DOI：
10.1080/02635143.2020.1740669
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发表时间：
2020
影响因子：
1.6
通讯作者：
Evrim Baran
中科院分区：
文献类型：
--
作者：
Canan Mesutoglu;Evrim Baran
背景：教师在促进工程融入学校教学中发挥着突出的作用。有大量的文献论述了工程教师专业发展项目的交付。一些研究总结了工程教师专业发展计划的特点，但没有一个研究遵循系统的综合程序。目的：本研究的目的是综合有关教师专业发展计划的文献，重点是工程融入K-12教育。本研究的目的是对PD项目的一般特征和主要特征提供一个系统的概述。设计与方法：系统评价包括搜索、选择和综合三个阶段，包括排除标准、纳入标准的应用和研究者创建的检查表。基于广泛的数据库和期刊检索，以及上述三个评审阶段，本系统综述纳入了29篇先前发表在同行评审学术期刊上的文章。结果：结果根据六个准则进行组织：(a)教师简介，(b)组织特征，(c)专业发展计划的影响，(d)促进专业发展计划有效性的因素，(e)教师改进的评估，以及(f)解决的局限性。大多数项目包括面对面的研讨会，结合到工程工作场所的实地考察和随访。促进课程有效性的因素包括：以现实世界为重点的活动，促进与同伴和外部专家的合作和互动，制定和完善课堂实施计划，以及观察学生的兴趣和进步。结论：本系统综述可以为工程教师专业发展的研究和实践提供概念基础，并提供基于研究的指导方针。未来的研究可以调查为教师和学生提供的指导方针可能产生的长期影响。
ABSTRACT Background: Teachers play a prominent role in facilitating the integration of engineering into school instruction. There is an extensive body of literature that has addressed the delivery of engineering teacher professional development programs. A few studies have summarized the features of engineering teacher professional development programs, but none have followed systematic synthesis procedures. Purpose: The study aimed to synthesize the literature on teacher professional development programs focused on the integration of engineering into K-12 education. The purpose of the study was to provide a systematic overview of the general characteristics and key features of PD programs. Design and Method: The systematic review involved three phases, search, selection, and synthesis, and included the application of exclusion criteria, inclusion criteria, and a checklist created by the investigators. Based on an extensive database and journal search, as well as the three review phases mentioned above, 29 articles previously published in peer-reviewed academic journals were included in this systematic review. Results: Results were organized according to six codes: (a) teacher profiles, (b) organizational features, (c) impacts of the professional development programs, (d) factors that promote professional development program effectiveness, (e) assessment of teacher improvement, and (f) addressed limitations. The majority of programs included face-to face workshops combined with field trips to engineering workplaces and follow-ups. Factors that contributed to the effectiveness of the programs included: real-world-focused activities, the promotion of collaboration and interaction with peers and outside experts, development and refinement of plans for classroom implementation, and observation of student interest and progress. Conclusions: This systematic review can provide a conceptual basis for research and practice in engineering-focused teacher professional development, with the assistance of research-based guidelines presented. Future research can investigate the possible long-term effects of the guidelines provided for teachers and their students.