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Full-Text Articles in Secondary Education
Computational Thinking For Teachers, Susan Imberman
Computational Thinking For Teachers, Susan Imberman
Open Educational Resources
This is a syllabus for a course in computational thinking. The course described introduces preservice and inservice teachers to the fundamental concepts of computer science, including web design, coding, ethics, computational thinking, course resources, etc.
Enhancing Preservice Teachers' Intention To Integrate Engineering Through A Multi-Disciplinary Partnership (Evaluation), Francisco Cima, Pilar Pazos, Jennifer Jill Kidd, Kristie S. Gutierrez, Stacie I. Ringleb, Orlando M. Ayala, Krishnanand Kaipa
Enhancing Preservice Teachers' Intention To Integrate Engineering Through A Multi-Disciplinary Partnership (Evaluation), Francisco Cima, Pilar Pazos, Jennifer Jill Kidd, Kristie S. Gutierrez, Stacie I. Ringleb, Orlando M. Ayala, Krishnanand Kaipa
Engineering Management & Systems Engineering Faculty Publications
Driven by the need to broaden participation and increase recruitment in STEM fields, considerable efforts are underway to promote the infusion of engineering into elementary and secondary grade levels. The benefits of engineering education and the strong support from professional and educational groups are well documented, yet the actual integration of engineering content in the K-12 setting remains a challenge. Pre-college educator programs that train future teachers are a natural target for the integration efforts. Although elementary educators recognize the importance of integrating engineering in their classrooms, they often lack the confidence to teach engineering content. The absence of effective …
Developing And Presenting A Teaching Persona: The Tensions Of Secondary Preservice Teachers, Janine S. Davis
Developing And Presenting A Teaching Persona: The Tensions Of Secondary Preservice Teachers, Janine S. Davis
Education Faculty Articles
This qualitative, multiple case study investigated the ways that three preservice secondary teachers developed, presented, and considered their teaching personae. Data for each participant consisted of three interviews, field observations of both teaching and nonteaching, data collection of lessons and class documents, and four journal reflections. Findings show that the participants experienced various tensions as they formed their teaching personae; as they navigated these tensions, they drew on discourses and ideas about good teaching and their various experiences, including the practicum experience. The nature of the interactions between the Cooperating Teacher and preservice teacher pairs contributed to the preservice teachers’ …