The Effect of Teacher Professional Development on Implementing Engineering in Elementary Schools

Porter, Teresa; West, Meg; Kajfez, Rachel Louis; Malone, Kathy; Irving, Karen E.

doi:10.7771/2157-9288.1246

Cited by 11 publications

(28 citation statements)

References 12 publications

(33 reference statements)

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“…A recent study indicated few secondary science teachers felt prepared to teach engineering principles related to defining engineering problems, developing possible solutions to technological problems, and optimizing design (Smith 2020). It is essential for teachers to incorporate openended engineering design challenges in their instruction to effectively integrate engineering with science, mathematics, and technology content (Porter et al 2019). Consequently, there is a need for professional development for science educators that will foster participants' engineering literacy.…”

Section: Science and Engineering Integrationmentioning

confidence: 99%

“…These aspects include collective participation, focus on disciplinary content knowledge, active teacher learning, and coherence through an overall program of teacher learning and ongoing communication (Garet et al 2001). In the context of STEM professional development, promising programs have focused on situated engineering design experiences, using data to make evidence-based decisions, and implementing open-ended investigations to iteratively revise prototypes (Cunningham et al 2007;Porter et al 2019).…”

Section: University-based Stem Teacher Professional Developmentmentioning

confidence: 99%

“…The need for reconceptualizing instructional time, while securing school-level financial commitments to purchase materials, would alleviate participants' frequently cited limitations to implementation. This is particularly important given the complexities of the engineering design process and the difficulty of integrating engineering knowledge and pedagogy in traditional science, mathematics, and technology instruction (Cunningham et al 2007;Porter et al 2019).…”

Section: Affective Impacts On Pedagogical Growthmentioning

confidence: 99%

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NGSS-based teacher professional development to implement engineering practices in STEM instruction

2021

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Background With widespread adoption of the Next Generation Science Standards (NGSS) in the USA (US), research is needed on how secondary science, technology, engineering, and mathematics (STEM) teachers conceptualize the integration of engineering knowledge and practices in traditional STEM classrooms. The present study explored the affective impacts of participation in an engineering education workshop for secondary STEM teachers as part of a 200-h professional development program. The workshop focused on the implementation of electrical engineering and biotechnology principles and design practices in disciplinary instruction, as well as training teachers to differentiate among engineering fields and advise on career pathways. The conceptual framework for the workshop design was based upon elements of the interconnected model of professional growth to identify influences contributing to engineering pedagogical self-efficacy and career awareness. Results The overarching research questions addressed how professional development in engineering education affected secondary STEM teachers’ beliefs about the value of using engineering design to support learning, their self-efficacy regarding teaching engineering in their courses, perceived obstacles to effective STEM integration, and their confidence advising students about engineering post-secondary study and careers. The convergent parallel mixed methods design involved factor analysis, comparisons of means, and phenomenology with elements of grounded theory. The survey sample included 60 STEM teachers in the treatment group and 28 teachers in the control group. Six science teachers participated in interviews before and after the engineering workshops. Findings indicated that participating teachers significantly improved their confidence in engineering pedagogy, as well as their knowledge of engineering careers and precollege preparation for post-secondary engineering. Teachers expressed their views of engineering as a potentially powerful tool in developing students’ critical thinking and problem-solving skills, particularly when integrating the practices of science and engineering with the instruction of disciplinary content. Conclusions The results from this study demonstrate that a university-based professional development workshop series, developed by engineering and science education faculty, is an effective first-step intervention to improve the engineering knowledge and skills of secondary STEM educators, ultimately facilitating NGSS adoption in classroom instruction. Educating teachers on engineering career pathways is another innovation for the promotion of more diverse participation in engineering fields.

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Section: Science and Engineering Integrationmentioning

confidence: 99%

Section: University-based Stem Teacher Professional Developmentmentioning

confidence: 99%

Section: Affective Impacts On Pedagogical Growthmentioning

confidence: 99%

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NGSS-based teacher professional development to implement engineering practices in STEM instruction

2021

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“…This implies that specific training guidelines would help in achieving the expected outcomes in the process of training teachers on the job. Porter et al (2019) carried out a study at the Science Museum of Boston concerning implementing Engineering topics at ECD level.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the role of teacher training of reception teachers in implementing the pre-primary curriculum in Francistown, Botswana

Bawani

Mphahlele

2021

South African Journal of Childhood Education

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Background: Teachers emerge as main role players guiding the process of curriculum implementation across all levels of education. At early childhood development (ECD) level, curriculum implementation is unique, but emphasis on teacher training is essential as it influences teachers’ efficacy in promoting holistically developed children. Upon realising the significance of ECD, Botswana effected the Pre-primary Curriculum Framework (PCF) to guide teachers in teaching children.Aim: This article aims to investigate the role of teacher training in implementing the Botswana’s PCF in Francistown. Bandura’s social cognitive learning theory (SCLT) and Wenger and Wenger-Trayner’s communities of practice (CoP) were used as they both advocate for teacher mentoring programmes and partnerships to assist teachers towards effectiveness in curriculum implementation.Method: Interviews, document analysis and observations were employed as data collection tools.Results: Despite the support given to teachers towards implementing the Botswana’s PCF, they are still faced with challenges such as lack of training, supervision and shortage of materials.Conclusion: For teachers to effectively implement Botswana’s PCF, there is a need for transforming policies on conducting in-service teacher training such as the use of a needs assessment protocol.

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“…However, teachers mentioned the following challenges in terms of implementing EDP in their classrooms: (a) not having extra time to engage students in the design process, (b) limited resources and materials, (c) ways to facilitate student's varied ideas and designs, (d) ability to grade non-traditional assignments, and (e) helping students who are struggling with their design/project [5], [6]. Moreover, in the study conducted by Porter et al [7], they found that planning open-ended design challenges pertinent to the curriculum is difficult for teachers, particularly those who are inexperienced in teaching EDP. Hsu, Purzer, and Cardella [8] conducted a separate study with 192 elementary classroom teachers that suggested a need to improve teachers' familiarity with EDP.…”

Section: Introductionmentioning

confidence: 99%

What Will You Do to Help Elementary Students Who Struggle in the Engineering Design Process? Analysis of Teachers’ Reflections

Minken

Macalalag

Naylor³

2020 ASEE Virtual Annual Conference Content Access Proceedings

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teaches Biology and Chemistry to 10th-12th grade students. He is the Lead Coach of the School of the Future Robotics Team, which is a rookie team participating in the FIRST Tech Challenge. During the summer months, he is the Director of the iD Tech Camp based at the University of Pennsylvania, a summer program designed to teach students ages 7-17 about programming, physical computing, and game design. Mr. Minken is also currently pursuing a Doctorate in Educational Leadership at Arcadia University with a research focus in STEM education.

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The Effect of Teacher Professional Development on Implementing Engineering in Elementary Schools

Cited by 11 publications

References 12 publications

NGSS-based teacher professional development to implement engineering practices in STEM instruction

NGSS-based teacher professional development to implement engineering practices in STEM instruction

Investigating the role of teacher training of reception teachers in implementing the pre-primary curriculum in Francistown, Botswana

What Will You Do to Help Elementary Students Who Struggle in the Engineering Design Process? Analysis of Teachers’ Reflections

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