A Conceptual K-6 Teacher Competency Model for Teaching Engineering

Instructional Leadership and Teachers’ Functional Competency across the 21st Century Learning

“…School administrators have the duty to plan curriculum programs, supervise and evaluate classroom instructions, implement remedial or corrective actions on problematic aspects, ensure that teaching and learning time is not disturbed and that teachers have the audacity to teach efficiently by organizing staff development programs; and monitor students' behaviours. In line with the 21 st century learning, school administrators should make certain that classroom instructions are done by realizing the concept of inculcating High Order Thinking Skills (HOTS) and student-centred teaching and learning through the use of technology and effective audio visual aids (Yu, Luo, Sun, & Strobel, 2012).…”

Student Justifications in Engineering Design Descriptions: Examining Authority and Legitimation

“…Teachers will undoubtedly face challenges as they begin to articulate and enact the practices of engineers with their students in science classrooms just as they have with scientific inquiry (e.g., Zhai & Tan, 2015) and scientific argumentation (e.g., Martin & Hand, 2009). Integrating engineering into elementary classrooms can particularly be difficult for teachers because many have limited pre-service education in engineering education and limited experiences with engineering-specific practices and are developing new pedagogical strategies to facilitate open-ended, collaborative learning experiences (Yu, Luo, Sun, & Strobel, 2012;Lachapelle & Cunningham, 2014). Engaging students in authentic engineering contexts affords them the opportunity to learn -firsthand how engineers solve problems, work in teams, and use science and mathematics‖ (Capobianco, Yu, & French, 2014, p. 288).…”

Modelling Of Pck Competency Of Programming Teachers Through Fuzzy Delphi Method (Fdm)

“…Furthermore, teachers' competency in preparing quality lesson plans is also an essential factor in determining the success of a teaching session (Copriady, 2014). Clearly, teaching competency encompasses a host of factors, including the planning, implementation, and evaluation of school curriculum and standards, which together will have a huge impact on the quality of teaching (Yu, Luo, Sun, & Strobel, 2012). Shulman (1986) defined pedagogical content knowledge (PCK) as the combination of knowledge of the content and the pedagogy related to the learning and teaching of a subject or a course.…”