Title

Enhancing Preservice Teacher's Intention to Integrate Engineering through a Cross-Disciplinary Model

Document Type

Article

Publication Date

2022

DOI

10.7771/2157-9288.1338

Publication Title

Journal of Pre-College Engineering Education Research (J-PEER)

Volume

11

Issue

2

Pages

111-119

Abstract

Although elementary educators recognize the importance of integrating engineering in their classrooms, many feel challenged and unprepared to teach engineering content. The absence of effective engineering instruction in teacher preparation programs leaves future educators unprepared for this challenge. Ed+gineering is an NSF-funded cross-disciplinary model between education and engineering aimed at increasing preservice teachers’ preparation, confidence, and intention to integrate engineering into their teaching. Ed+gineering partners education and engineering students in cross-disciplinary teams within the context of their respective university courses. As part of their coursework, the teams plan and deliver culturally responsive engineering lessons to elementary school students under the guidance of one engineering and one education faculty. This paper investigates the impact of Ed+gineering on preservice teachers’ knowledge of engineering practices, engineering pedagogical knowledge, self-efficacy to integrate engineering, and beliefs about engineering integration. The impact of Ed+gineering on participating preservice teachers was assessed using three cross-disciplinary collaborations between students in engineering and education during fall 2019 and spring 2020. Preliminary results suggest that Ed+gineering had a positive impact on preservice teachers’ engineering pedagogical knowledge, knowledge of engineering practices, and self-efficacy for integrating engineering. The specific magnitude of the impact and its implications are discussed.

Comments

© 2022 The authors.

"The following uses are always permitted to the author(s) and do not require further permission from Purdue e-Pubs provided the author does not alter the format or content of the articles, including the copyright notification:

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ORCID

0000-0002-1453-2353 (Cima), 0000-0003-4348-7798 (Pazos), 0000-0002-9339-7574 (Gutierrez)

Original Publication Citation

Cima, F., Pazos, P., Kidd, J., Gutierrez, K., Ringleb, S., Ayala, O., & Kaipa, K. (2021). Enhancing preservice teachers' intention to integrate engineering through a cross-disciplinary model. Journal of Pre-College Engineering Education Research, 11(2), 111-119, Article 7. https://doi.org/10.7771/2157-9288.1338

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