Engineering to Understand: Reflections on a Teaching and Learning Partnership for Preservice Teachers and Preschoolers

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Engineering and Informal Learning in Preservice Teacher Education

Abstract

Even with increasing calls for both researchers and educators to attend to the “E” in STEM from within larger field of STEM education, little is known about the practices that can serve to support early educators’ pedagogy and related content knowledge of engineering. This multiple methods study documents 36 preservice teachers (PSTs) engagement in an integrated content methods course and field experience designed to foster their understanding of design-based engineering though learning and teaching experiences. Findings reveal that the PSTs developed stronger understandings of design-based engineering and self-efficacy beliefs related to their practice following participation in the learning and teaching collaborative project. PSTs also shared concerns over the challenges of integrating engineering instruction within pedagogically and content restrictive classroom environments.

Author

• Angela L. Eckhoff, Old Dominion University