High School Teachers' Conceptualizations of Engineering Teaching

• In Event: Antecedents and Outcomes of Teacher Development and Engagement

Abstract

Stakeholders of engineering education have recognized the need for engineering instruction in K‐12 classrooms, especially at the high school level. However, the lack of engineering-specific standards and varied conceptions of engineering teaching create challenges for high school teachers to teach engineering courses. This paper explores high school teachers’ conceptions of engineering teaching in the context of an engineering education professional development (PD) workshop. We use Social Cognitive Career Theory (SCCT) to examine participants’ conceptions during two focus groups conducted as part of the PD; particularly focusing on teachers’ goals, interests, challenges, and expected outcomes of teaching a high school level engineering course. Results highlight the need for social support for teachers to sustain engineering teaching.

Authors

• Olushola Victoria Emiola-Owolabi, Morgan State University

• Medha Dalal, Arizona State University

• Jumoke Oluwakemi Ladeji-Osias, Morgan State University