An Introduction to the Standards for Preparation and Professional Development for Teachers of Engineering.

Q1 Social Sciences

Journal of Pre-College Engineering Education Research Pub Date : 2015-04-29 DOI:10.7771/2157-9288.1107

Jackson E. Reimers, Cheryl L. Farmer, Stacy S. Klein-Gardner

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引用次数: 40

Abstract

The past 30 years have yielded a mature body of research regarding effective professional development for teachers of science and mathematics, leading to a robust selection of professional development programs for these teachers. The current emphasis on connections among science, technology, engineering, and mathematics underscores the need for similar research into the nature of effective professional development for teachers of engineering. With this in mind, this paper completes a review of the literature concerning effective professional development for teachers of engineering, both as a unique discipline and as a context for teaching and learning in other subjects. The results of this review serve as the foundation for five research-based design standards for professional development initiatives in the field of engineering education, which have been published on the American Society for Engineering Education (ASEE) website along with a matrix that will enable providers and consumers of engineering professional development to determine the extent to which a given program focuses on each of those standards.

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工程教师的准备和专业发展标准简介。

在过去的30年里，关于科学和数学教师的有效专业发展已经产生了一个成熟的研究体系，导致了这些教师专业发展计划的有力选择。当前对科学、技术、工程和数学之间联系的强调强调了对工程教师有效专业发展本质的类似研究的必要性。考虑到这一点，本文完成了对工程教师有效专业发展的文献综述，工程教师既作为一门独特的学科，也作为其他学科教学的背景。本综述的结果作为工程教育领域专业发展倡议的五个基于研究的设计标准的基础，这些标准已在美国工程教育学会(ASEE)网站上发布，并附有一个矩阵，该矩阵将使工程专业发展的提供者和消费者能够确定给定项目对每个标准的关注程度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pre-College Engineering Education Research Social Sciences-Education

CiteScore

3.90

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Journal of Pre-College Engineering Education Research (J-PEER) is issued electronically twice a year and serves as a forum and community space for the publication of research and evaluation reports on areas of pre-college STEM education, particularly in engineering. J-PEER targets scholars and practitioners in the new and expanding field of pre-college engineering education. This journal invites authors to submit their original and unpublished work in the form of (1) research papers or (2) shorter practitioner reports in numerous areas of STEM education, with a special emphasis on cross-disciplinary approaches incorporating engineering. J-PEER publishes a wide range of topics, including but not limited to: research articles on elementary and secondary students’ learning; curricular and extracurricular approaches to teaching engineering in elementary and secondary school; professional development of teachers and other school professionals; comparative approaches to curriculum and professional development in engineering education; parents’ attitudes toward engineering; and the learning of engineering in informal settings.