Teachers as Learners: A Model to Build Teacher Content Knowledge Through Engineering Design

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-2 - Division K Section 8 Poster Session 4

Abstract

We present a model for professional development that emerged from our work with 24 middle school mathematics and science teachers in rural Appalachia. The model utilized iterative design/redesign to address “the engineering problem” of building teacher content knowledge. We identified mathematics and science knowledge gaps, engaged teachers as learners in design tasks requiring that knowledge, evaluated productive struggle and teacher learning, redesigned design tasks to further support teacher learning, and required participating teachers to implement design lessons addressing related knowledge gaps with their students. We provide preliminary supporting evidence for the model from participating teacher focus groups and content knowledge tests.

Authors

• Reagan Curtis, West Virginia University

• Johnna Bolyard, West Virginia University

• Darran Cairns, West Virginia University

• Sera Mathew, West Virginia University

• David Luke Loomis, West Virginia University

• Kelly Watts