Transformations in Elementary Teachers' Pedagogical Reasoning: Studying Teacher Learning in an Online Graduate Program in Engineering Education

Watkins, Jessica; Portsmore, Merredith; Swanson, Rebecca D.

doi:10.18260/1-2--33458

Cited by 3 publications

(8 citation statements)

References 27 publications

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“…Building on our earlier analysis (Watkins et al, 2019), we also include a case study of Margaret, who exhibited different kinds of shifts in her pedagogical reasoning about students, engineering, and teaching practices from Alma. Margaret is a veteran third grade White science and math teacher in a religious, predominantly White, socioeconomically diverse private school in an urban city in the northeastern region of the United States.…”

Section: Selection and Description Of Case Study Participantsmentioning

confidence: 99%

Shifts in elementary teachers' pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education

Watkins

Portsmore

Swanson

2020

J of Engineering Edu

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Background Elementary educators are increasingly asked to teach engineering design, motivating study of how they learn to teach this discipline. In particular, there is a need to examine how teachers reason about pedagogical situations and dilemmas in engineering—how they draw on their disciplinary understandings, attention to students' thinking, and pedagogical practices to support students' learning. Purpose/Hypothesis The purpose of our qualitative study was to examine elementary teachers' pedagogical reasoning in an online graduate program. We asked: What stances do teachers take toward learning and teaching engineering design? How do these stances shift over the course of the program? Design/Method We identified two teachers, Alma and Margaret, who exhibited productive shifts in their pedagogical reasoning during the program. Drawing on interviews and videos of their teaching, we developed case studies characterizing their stances toward teaching and learning engineering. Results Alma shifted in her reasoning about teaching the design process, from treating it as linear, discrete steps to recognizing the dynamic, overlapping nature of design practices. Similarly, Margaret shifted in how she reasoned about failure and iteration, recognizing the need to help students analyze unexpected design performances to learn from and iterate on their designs. For both teachers, these shifts were dynamic and nonlinear, reflecting both context‐sensitivity and growing stability in their reasoning. Conclusions Engineering teacher educators should provide opportunities for teachers to reason about the specific pedagogical dilemmas in engineering and consider how teachers integrate disciplinary understandings with attention to students' reasoning and actions and pedagogical practices.

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Section: Selection and Description Of Case Study Participantsmentioning

confidence: 99%

Shifts in elementary teachers' pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education

Watkins

Portsmore

Swanson

2020

J of Engineering Edu

Self Cite

View full text Add to dashboard Cite

show abstract

“…Although little research has been done on professional development for teachers in supporting engineering discourses, some work has explored how teachers plan engineering lessons and respond to student thinking. Research by Watkins (Watkins, Portsmore, & Swanson, 2019) and Wendell (Wendell, Swenson, & Dalvi, 2019) has examined how teachers engaging in engineering design projects can change their framing of the engineering design process and how students should engage in engineering design.…”

Section: Professional Development and Teacher Knowledgementioning

confidence: 99%

A Review of Theory and Methods for Sociocultural Research in Science and Engineering Education

McVee¹,

Swenson²,

English³

et al. 2020

J Adolescent & Adult Lit

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“…Research on teacher noticing in engineering education is in its early stages relative to mathematics and science education [23][24][25][26][27]. We located five studies about teacher noticing in engineering education.…”

Section: Noticing In Engineering Educationmentioning

confidence: 99%

“…We located five studies about teacher noticing in engineering education. Of these, four examined elementary in-service teacher (IST) noticing [24,25,27]; one included IST and PST participants [23]. Three of the studies exclusively examined what teachers notice when watching video clips of students engaged in engineering design [23,24,27]; two also included video clips of teacher-student interactions [25].…”

Section: Noticing In Engineering Educationmentioning

confidence: 99%

“…Of these, four examined elementary in-service teacher (IST) noticing [24,25,27]; one included IST and PST participants [23]. Three of the studies exclusively examined what teachers notice when watching video clips of students engaged in engineering design [23,24,27]; two also included video clips of teacher-student interactions [25]. The emphasis on noticing student engagement is in part due to a focus in the studies on supporting the practice of "responsive teaching," which necessitates that teachers (prior to responding to students with various talk moves) have noticed what students are saying and doing.…”

Section: Noticing In Engineering Educationmentioning

confidence: 99%

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Preservice Teachers Noticing About Discussions to Support Students in Revising their Design Ideas (RTP)

Lottero-Perdue,

Figueroa,

Mikeska

et al.

2021 ASEE Virtual Annual Conference Content Access Proceedings

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She has integrated engineering into courses for PreK-8 teacher candidates, developed and directed a graduate STEM program for PreK-6 teachers, and partnered with teachers to implement PreK-8 engineering learning experiences. She has authored numerous engineering-focused teacher practitioner articles, chapters, and research articles, and presents her research regularly through American Society for Engineering Education Pre-College Engineering Education Division, a division she has chaired. Her current research includes investigating how K-5 students experience design failure and engage in redesign; how simulated classroom environments can be used to help pre-service and in-service teachers practice facilitating argumentation discussions in science and engineering; and how close analysis of student work samples and classroom discussion transcripts can support pre-service teachers' learning to notice.

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Transformations in Elementary Teachers' Pedagogical Reasoning: Studying Teacher Learning in an Online Graduate Program in Engineering Education

Cited by 3 publications

References 27 publications

Shifts in elementary teachers' pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education

Shifts in elementary teachers' pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education

A Review of Theory and Methods for Sociocultural Research in Science and Engineering Education

Preservice Teachers Noticing About Discussions to Support Students in Revising their Design Ideas (RTP)

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