First-Year Teacher Beliefs About the Value of Engineering Education for Newcomer Students

• In Event: Poster Session 4
  In Poster Session: Contemporary Topics in Engineering Education Research

Abstract

In this interpretive case study, we explored the beliefs of an early career elementary teacher who persisted in implementing engineering learning experiences during her first year as an English language specialist for newcomer students in a high-needs school, despite lacking both a curricular mandate and administrative support to do so. Data sources were two semi-structured interviews and a recorded presentation given by the teacher to fellow members of a professional learning community. Three themes emerged to characterize her perceptions of the value of engineering experiences for (newcomer) students: a) engineering presents a communicative need; b) engineering affords student agency; and c) engineering is intellectually and socially complex.

Authors

• Jessica Swenson, Tufts University

• Kristen Wendell, Tufts University