Building Capacity for Teaching Engineering in K-12 Education (2020) / Chapter Skim
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6 Creating a System of Support for K12 Engineering Teachers
6 Creating a System of Support for K12 Engineering Teachers
Pages 197-214
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From page 197... ...
Professional societies can develop or expand programs and inducements that encourage precollege educators to become members and take advantage of opportunities for professional development at national or regional meetings or through online learning experiences. Finally, many US industries employ engineers at various levels of corporate structures and in recent years some companies have stated a willingness to become more active in STEM education in their communities by providing funding for 197
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34. tiple opportunities for teacher professional development, ongoing revision BOX 6-2 and adaptation of created instructional materials, and an intentional effort to Engineering Technology Education create learning experiences for diverse teacher and student audiences, including rural, suburban, and urban contextsisand traditionally underrepresented Unlike engineering, engineering technology (ET)
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FEDERAL LEGISLATION The primary legislation governing federal investments in K–12 education is the Elementary and Secondary Education Act (ESEA)
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ESSA offers the option for states to receive funds for the development and implementation of professional learning experiences and "other comprehensive systems of support for teachers, principals, or other school leaders to promote high-quality instruction and instructional leadership in science, technology, engineering, and mathematics subjects, including computer science."3 In addition, as noted in chapter 4, requirements for becoming certified as a teacher of engineering vary across states but may include alternative certification. Although the committee found no evidence of formal efforts to provide alternative routes to certification for K–12 eachers of engineering, t ESSA allows states to expand or improve programs for alternative certification, including in engineering.4 STATE POLICIES State education policies, programs, and practices can support efforts to make engineering a better-integrated component of the K–12 curriculum, including by prioritizing state or district funding for professional learning opportunities.
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and the resulting Next Generation Science Standards (NGSS Lead States 2013) called for even closer ties between the teaching and learning of science and engineering with an emphasis on students learning about both subject domains through active practice rather than passive exposure.
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. Under ESSA, states may use federal dollars to integrate engineering design skills and practices in their science assessments, but they are not required to do so.5 One knowledgeable expert who has responsibility for assisting states grappling with NGSS-related assessment indicated that very few states are incorporating engineering in a meaningful way (personal communication, A
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, directed at school and district leaders, proposes 13 indicators that can be used to judge the success BOX 6-1 Questions Relevant to the Integration of Science and Engineering in NGSS • our current science standards require students to use engineering Do design ideas and practices alongside the traditional science disci plines from kindergarten through grade 12? • How comfortable are our current and candidate science educators with engineering design?
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Disciplinary departments offer courses that enhance content knowledge of prospective and practicing teachers; schools of education offer courses and programs for initial and ongoing certification and licensure. One source of engineering content expertise for K–12 teachers of engineering is postsecondary engineering education programs, housed in both schools of engineering and schools of engineering technology (ET; box 6-2)
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1–2. engineering colleges participating in the UTeach6 program and a handful of other programs (see chapter 4, Professional Learning Experiences for K–12 Teachers of Engineering, and chapter 5, Teacher Learning Opportunities)
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that have established graduate departments of engineering education, many of which conduct research on issues relevant to teaching engineering at the K–12 level. Expanding and improving teacher preparation programs may require engineering programs and schools of education to collaborate.
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Research-based engineering-related curricula and professional learning experiences were also developed by some recipients of NSF's Math and Science Partnership program, many of which involved collaborations between higher education institutions and local school districts.8 In addition to workshops and other professional development experiences (e.g., Berry and DeRosa 2015) , local companies have provided summer externships for teachers to allow them 7 https://www.nsf.gov/funding/pgm_summ.jsp?
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conducts research, provides assistance to educators and those who provide professional learning experiences, and develops performance assessments, including for engineering, that support implementation of NGSS in states that have adopted the standards. The Next Generation Science Assessment,12 a collaboration of experts in engineering and science education, assessment, learning, and instruction, also develops NGSS-aligned assessments that include engineering design.
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Although growing, the field of engineering education research is still relatively small; few engineering educators have the training and experience needed to conduct quality education research, and of those who do, their focus tends to be on postsecondary engineering. Funding for K–12 engineering education research exists, but generally at lower levels than for research on other STEM subjects.
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Never theless, it seems clear the society's efforts and the combined influence of its many engineering educator members have stimulated the development of K–12 engineering education in the United States. CONCLUSION We have highlighted elements of the system that supports K–12 teachers as they develop the capacity to teach engineering.
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. L In the context of preparing K–12 teachers to teach engineering, indi viduals may be teachers, teacher leaders, principals, teacher educators, and engineering education researchers, among others.
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2010. Teaching engineering to elementary education majors Proceedings, ASEE Annual Conference and Exposition, June 20–23, Louisville, KY.
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2009. Extending teacher professional development through an online learning community: A case study.
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2014b. Developing Assessments for the Next Generation Science Standards.
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