Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development
Journal of Pre-College Engineering Education Research (J-PEER)
Articles 1 - 4 of 4
Full-Text Articles in Education
Recognition And Positional Identity In An Elementary Professional Learning Community: A Case Study, Christopher G. Wright, Rasheda Likely, Kristen B. Wendell, Patricia P. Paugh, Elizabeth Smith
Recognition And Positional Identity In An Elementary Professional Learning Community: A Case Study, Christopher G. Wright, Rasheda Likely, Kristen B. Wendell, Patricia P. Paugh, Elizabeth Smith
Journal of Pre-College Engineering Education Research (J-PEER)
Professional learning communities are typically conceived of as spaces for reducing teacher isolation, supporting informed and committed teachers, and fostering student academic gains. Focusing on a professional learning community that supported the teaching and learning of engineering in elementary schools, we also conceived of this learning environment as a space for negotiating a teacher-of- engineering identity. Calling attention to emergent issues of power and status through a lens of positional identity, this article examines a Black female educator’s sense of self as a teacher-of-engineering and how this perception was informed by participation in the professional learning community. Findings reveal that …
The Effect Of Teacher Professional Development On Implementing Engineering In Elementary Schools, Teresa Porter, Meg E. West, Rachel L. Kajfez, Kathy L. Malone, Karen E. Irving
The Effect Of Teacher Professional Development On Implementing Engineering In Elementary Schools, Teresa Porter, Meg E. West, Rachel L. Kajfez, Kathy L. Malone, Karen E. Irving
Journal of Pre-College Engineering Education Research (J-PEER)
Increased attention on the implementation of engineering education into elementary school classrooms aims to start preparing students early for potential engineering careers. In order to efficiently and effectively add engineering concepts to the curriculum, appropriate development and facilitation of engineering design challenges are required. Therefore, professional development programs are necessary to educate teachers about engineering and how to adequately teach it. This paper explores the effects of an engineering professional development program for practicing teachers. The program included training elementary teachers about how to implement units from Engineering is Elementary (EiE) by the Science Museum of Boston into their classes. …
Elementary Teachers’ Positive And Practical Risk-Taking When Teaching Science Through Engineering Design, Jeffrey Radloff, Brenda Capobianco, Annie Dooley
Elementary Teachers’ Positive And Practical Risk-Taking When Teaching Science Through Engineering Design, Jeffrey Radloff, Brenda Capobianco, Annie Dooley
Journal of Pre-College Engineering Education Research (J-PEER)
This study examines the perspectives of three generations of elementary teachers learning to teach science using engineering design and the risks associated with implementing this innovative type of reform-based science instruction. Data were gathered using semi-structured interviews, classroom observations, and teacher reflections. Data analysis entailed open coding and document analysis. The findings indicated that there were four types of perceived risks: practical, pedagogical, conceptual, and personal. First-generation teachers exhibited conceptual risk-taking behavior, while second- and third-generation teachers reported practical, pedagogical, and personal risks. Benefits of risk-taking included increased student engagement in science, improved self-confidence in teaching science, and greater teacher …
Refining An Instrument And Studying Elementary Teachers’ Understanding Of The Scope Of Engineering, Jacob Pleasants, Joanne K. Olson
Refining An Instrument And Studying Elementary Teachers’ Understanding Of The Scope Of Engineering, Jacob Pleasants, Joanne K. Olson
Journal of Pre-College Engineering Education Research (J-PEER)
To effectively incorporate engineering into their instruction, K–12 teachers need sufficient knowledge of the engineering discipline. An important component of teachers’ engineering knowledge is their understanding of the nature of engineering: what engineers do, the epistemological underpinnings of engineering, and the relationships between engineering and other fields of study. In this study, we present a quantitative tool that was developed to assess teachers’ knowledge of a particular nature of engineering dimension: the scope of engineering, which describes the demarcation between engineering and non-engineering. This tool was used to assess the knowledge of teachers and engineering graduate students, before and after …