June 15, 2019
June 15, 2019
June 19, 2019
Pre-College Engineering Education
This work-in-progress paper describes the development of engineering teaching by two novice urban elementary school teachers. Using interpretive case study methodology, we analyze transcripts of eight interviews recorded after each engineering lesson during their first two years of teaching. Our analysis shows both teachers initially incorporated existing engineering curricula into their classrooms in service of teaching additional subjects that were important to them. By the end of their second year, their view of engineering shifted to seeing it as a lever for social justice. Implications from this work include creating a broader view of how engineering can be incorporated in the elementary classroom to engage students in a wide variety of subjects. Other implications for teacher educators include how to introduce, coach, and develop engineering teaching skills.
Swenson, J. E. S., & Wendell, K. B. (2019, June), Board 126: Early Career Elementary Teachers’ Evolving Choices for Incorporating Engineering into Their Classroom Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32223
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