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This research paper describes a study of elementary teacher learning in an online graduate program in engineering education for in-service teachers. While the existing research on teachers in engineering focuses on their disciplinary understandings and beliefs (Hsu, Cardella, & Purzer, 2011; Martin, et al., 2015; Nadelson, et al., 2015; Van Haneghan, et al., 2015), there is increasing attention to teachers' pedagogy in engineering (Capobianco, Delisi, & Radloff, 2018). In our work, we study teachers' pedagogical sense-making and reflection, which, we argue, is critical for teaching engineering design. This study takes place in [blinded] program, in which teachers take four graduate courses over fifteen months. The program was designed to help teachers not only learn engineering content, but also shift their thinking and practice to be more responsive to their students. Two courses focus on pedagogy, including what it means to learn engineering and instructional approaches to support this learning. These courses consist of four main elements, in which teachers: 1) Read data-rich engineering education articles to reflect on learning engineering; 2) Participate in online video clubs, looking at classroom videos of students’ engineering and commenting on what they notice; 3) Conduct interviews with learners about the mechanism of a pull-back car; and 4) Plan and teach engineering lessons, collecting and analyzing video from their classrooms. In the context of this program, we ask: what stances do teachers take toward learning and teaching engineering design? What shifts do we observe in their stances? We interviewed teachers at the start of the program and after each course. In addition to reflecting on their learning and teaching, teachers watched videos of students’ engineering and discussed what they saw as relevant for teaching engineering. We informally compared summaries from previous interviews to get a sense of changes in how participants talked about engineering, how they approached teaching engineering, and what they noticed in classroom videos. Through this process, we identified one teacher to focus on for this paper: Alma is a veteran 3rd-5th grade science teacher in a rural, racially-diverse public school in the southeastern region of the US. We then developed content logs of Alma's interviews and identified emergent themes. To refine these themes, we looked for confirming and disconfirming evidence in the interviews and in her coursework in the program. We coded each interview for these themes and developed analytic memos, highlighting where we saw variability and stability in her stances and comparing across interviews to describe shifts in Alma's reasoning. It was at this stage that we narrowed our focus to her stances toward the engineering design process (EDP). In this paper, we describe and illustrate shifts we observed in Alma's reasoning, arguing that she exhibited dramatic shifts in her stances toward teaching and learning the EDP. At the start of the program, she was stable in treating the EDP as a series of linear steps that students and engineers progress through. After engaging and reflecting on her own engineering in the first course, she started to express a more fluid stance when talking more abstractly about the EDP but continued to take it up as a linear process in her classroom teaching. By the end of the program, Alma exhibited a growing stability across contexts in her stance toward the EDP as a fluid set of overlapping practices that students and engineers could engage in.
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Shifts in elementary teachers' pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education
Abstract BackgroundElementary 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. Purpose/HypothesisThe purpose of our qualitative study was to examine elementary teachers' pedagogical reasoning in an online graduate program. We asked: What stances do teachers take toward learning and teaching engineering design? How do these stances shift over the course of the program? Design/MethodWe identified two teachers, Alma and Margaret, who exhibited productive shifts in their pedagogical reasoning during the program. Drawing on interviews and videos of their teaching, we developed case studies characterizing their stances toward teaching and learning engineering. ResultsAlma shifted in her reasoning about teaching the design process, from treating it as linear, discrete steps to recognizing the dynamic, overlapping nature of design practices. Similarly, Margaret shifted in how she reasoned about failure and iteration, recognizing the need to help students analyze unexpected design performances to learn from and iterate on their designs. For both teachers, these shifts were dynamic and nonlinear, reflecting both context‐sensitivity and growing stability in their reasoning. ConclusionsEngineering teacher educators should provide opportunities for teachers to reason about the specific pedagogical dilemmas in engineering and consider how teachers integrate disciplinary understandings with attention to students' reasoning and actions and pedagogical practices.
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- Award ID(s):
- 1720334
- PAR ID:
- 10375970
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Journal of Engineering Education
- Volume:
- 110
- Issue:
- 1
- ISSN:
- 1069-4730
- Page Range / eLocation ID:
- p. 252-271
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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