Engineering Pedagogy in Chilean Context: Some Results from the PEDING-Project

Gormaz-Lobos, Diego; Galarce-Miranda, Claudia; Hortsch, Hanno; Kersten, Stefan

doi:10.1007/978-3-030-40271-6_11

Cited by 12 publications

(9 citation statements)

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“…Based on their previous experience at engineering pedagogy research projects in Germany and Chile, the authors developed categories and indicators [11,12], which later were used in the data collection instrument about the teaching needs of the engineering schools of INACAP at the Talca campus. In general, the instrument and indicators seek to obtain information about: (i) the characteristics of lecturers (gender, subject matter, fields of teaching experience, previously teacher training, etc.…”

Section: A Needs Analysis On Engineering Pedagogy At Inacap 21 Methodologymentioning

confidence: 99%

“…In general, the instrument and indicators seek to obtain information about: (i) the characteristics of lecturers (gender, subject matter, fields of teaching experience, previously teacher training, etc. ), (ii) the needs related to engineering didactic fundamentals, (iii) the requirements for the structuring of teaching-learning forms in a university context, (iv) needs for the development of teaching-learning strategies in engineering, (v) demands of the setting of objectives and contents of engineering programs, and (vi) the identification of strengths and weaknesses [11,12,13,14].…”

Section: A Needs Analysis On Engineering Pedagogy At Inacap 21 Methodologymentioning

confidence: 99%

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Teacher Training's Needs in University Context: A Case Study of a Chilean University of Applied Sciences

Gormaz-Lobos

Galarce-Miranda

Hortsch

et al. 2021

Int. J. Emerg. Technol. Learn.

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Frequently, the teacher training programs in Chilean universities are designed from a generic vision of pedagogical competencies (not necessarily specialized for a particular discipline) and in form of face-to-face activities. The new demands of the society and the economy, the constant specializations of the scientific fields, and the incorporation of new technologies for teaching and learning make that the typical contemporary forms for the teacher academic training must be reviewed and analyzed. The main goal of this paper is to present the results of a survey about teaching needs on Engineering Pedagogy in engineering departments of INACAP (a Chilean university of applied sciences). In general, the in-strument and indicators seek to obtain information about: (i) needs/demands related to engineering didactic fundamentals, (ii) requirements for the structuring and assessment of teaching-learning processes in a university context, (iii) requirements for the design and evaluation of face-to-face as well as online teaching-learning activities in engineering, among others. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) in cooperation with the academic staff of INACAP at the Talca campus, under the pedagogical support of the Technische Universität Dresden (Germany), Faculty of Education. Based on these research results and on the IGIP Curricula, a teacher training program for the academic staff of the engineering schools in online modality was designed and implemented.

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Section: A Needs Analysis On Engineering Pedagogy At Inacap 21 Methodologymentioning

confidence: 99%

Section: A Needs Analysis On Engineering Pedagogy At Inacap 21 Methodologymentioning

confidence: 99%

Teacher Training's Needs in University Context: A Case Study of a Chilean University of Applied Sciences

Gormaz-Lobos

Galarce-Miranda

Hortsch

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…The author describes various component elements for EP such as: (i) engineering fields (sciences) themselves, (ii) natural sciences, (iii) psychological and sociological approaches, (iv) educational sciences, (v) communication sciences, (vi) information and communication technologies (ICT), and (vii) ethics, among others [6]. Based on different authors, Figure 1 presents the interaction of some fields that should be considered for the development of a conception of engineering pedagogy and education [1,2,3,4,6,7,22,23].…”

Section: Engineering Pedagogy and Education In Chilean Contextmentioning

confidence: 99%

“…The main programs for undergraduate students are related to health and engineering fields. The teacher training programs for the academic staff are frequently not strongly linked to their pedagogical practice in the scientific and technological fields [11,23]. For this reason, the authorities from INACAP decided to specialize the teacher training, and generate a cooperation strategy with the CIEI at the University of Talca (Chile), under the pedagogical support of a group of academics of the TU Dresden (Germany), Faculty of Education.…”

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confidence: 99%

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Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

2021

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The purpose of this article is to present the results of the evaluation of the imple-mentation of a teaching training course in Engineering Pedagogy (EP) at a Chilean university of applied sciences. The research questions that guided the research process were: (i) How do the participants evaluate the course in general? (ii) How do the participants evaluate the didactic design of the course? (iii) How do they evaluate the teaching competencies? (iv) How do they value the usefulness of the learning outcomes for their teaching practice? (v) How they self-evaluate their participation and their learning process? Based on different authors a questionnaire with closed and open-ended questions was developed and implemented online. For the statistical analysis was applied an exploratory-descriptive analysis. The training course consists of two online modules with 90 working hours in LMS, and was designed by the Center of Engineering Education (CIEI) at the University of Talca, according to the IGIP Curricula of the IGIP center at the Technische Universität Dresden (TU Dresden, Germany). From the first results of the pilot project, it can be noted that there is a high level of motivation and interest to participate in a teaching training course based on EP, which has been specially oriented and designed to meet the specific requirements of the academic staff of engineering schools.

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Design and Implementation of the International Center of Engineering Education at the University of Talca (Chile) Under IGIP and the Dresden School of Engineering Pedagogy Tradition

Galarce-Miranda

Gormaz-Lobos

Hortsch

et al. 2021

Educating Engineers for Future Industrial Revolutions

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Engineering Pedagogy in Chilean Context: Some Results from the PEDING-Project

Cited by 12 publications

References 3 publications

Teacher Training's Needs in University Context: A Case Study of a Chilean University of Applied Sciences

Teacher Training's Needs in University Context: A Case Study of a Chilean University of Applied Sciences

Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

Design and Implementation of the International Center of Engineering Education at the University of Talca (Chile) Under IGIP and the Dresden School of Engineering Pedagogy Tradition

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