Shifts in elementary teachers' pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education
Shifts in elementary teachers' pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education
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DOI：
10.1002/jee.20369
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发表时间：
2020-12
影响因子：
3.4
通讯作者：
Jessica Watkins;Merredith Portsmore;Rebecca D. Swanson
中科院分区：
文献类型：
--
作者：
Jessica Watkins;Merredith Portsmore;Rebecca D. Swanson
越来越多的基础教育工作者被要求教授工程设计，这激发了他们学习如何教授这门学科的研究。特别是，有必要检查教师是如何对工程中的教学情况和困境进行推理的--他们如何利用他们对纪律的理解、对学生思维的关注以及支持学生学习的教学实践。
Elementary educators are increasingly asked to teach engineering design, motivating study of how they learn to teach this discipline. In particular, there is a need to examine how teachers reason about pedagogical situations and dilemmas in engineering—how they draw on their disciplinary understandings, attention to students' thinking, and pedagogical practices to support students' learning.