A Multisite Case Study of Faculty and Teacher Perceptions of NCETE Professional Development Workshops on Engineering Design Content
作者： Paul Andeka Asunda
DOI:
关键词: Learning environment 、 Political science 、 Professional development 、 Analytical skill 、 Pedagogy 、 Teacher education 、 Technology education 、 Curriculum 、 Context (language use) 、 Meaning-making
摘要: The purpose of this study was to describe a process preparing technology education teachers teach engineering design concepts in the context education. This identified through professional development activities that were organized and conducted by teacher partner universities National Center for Engineering Technology Education (NCETE) prepare middle school high infuse design, problem solving, content, analytical skills into K-12 curriculum. A collective multisite case formed methodology study. Data collected individual interview sessions lasted 30-40 minutes, video footage, observations artifacts. total 15 interviews individually analyzed, then compared cross-case analysis. Professional emerged as core theme comprised following sub themes: planning, communities practice, administration learning environment, teachers, classroom, assessment, expertise, meaning making. Multisite Case Study Faculty Teacher Perceptions 3
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