vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2021-30-8-9-93-103vovr-2936Research ArticleИНЖЕНЕРНАЯ ПЕДАГОГИКАENGINEERING PEDAGOGYОценка потребностей преподавателей в подготовке курса по инженерной педагогикеEvaluation of Teacher Training Needs in Engineering PedagogyГормас-ЛобосД.Gormaz-LobosD.

Диего Гормас-Лобос – PhD, научный сотрудник, инженерный факультет

Av. Pedro de Valdivia

Diego Gormaz-Lobos – PhD, Associate Researcher, Faculty of Engineering

Av. Pedro de Valdivia

Diego_Osvaldo.Gormaz_Lobos@tu-dresden.deГаларс-МирандаК.Galarce-MirandaC.

Клаудия Галарс-Миранда – PhD, научный сотрудник, инженерный факультет, факультет образования, кафедра дидактики профессионального образования

Weberplatz 5, 01217 Dresden

Claudia Galarce-Miranda – PhD, Research Assistant, Faculty of Education, Chair of Didactic of Vocational Education

Weberplatz 5, 01217 Dresden

Claudia.Galarce_Miranda@tu-dresden.deХортчХ.HortschH.

Ханно Хортч – PhD, профессор, кафедра дидактики профессионального образования, Президент IGIP; Международное общество инженерной педагогики

Weberplatz 5, 01217 Dresden

Hanno Hortsch – PhD, Prof., Chair of Didactic of Vocational Education, President of IGIP; International Society of Engineering Pedagogy

Weberplatz 5, 01217 Dresden

hanno.hortsch@tu-dresden.deАвтономный университет ЧилиЧилиUniversidad Autónoma de ChileChileТехнический университет ДрезденаГерманияTechnische Universität DresdenGermany202106092021308-993103Copyright © Гормас-Лобос Д., Галарс-Миранда К., Хортч Х., 20212021Гормас-Лобос Д., Галарс-Миранда К., Хортч Х.Gormaz-Lobos D., Galarce-Miranda C., Hortsch H.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/2936

В европейских странах, прежде всего – немецкоязычных странах, особенно в Германии (Дрездене), концепция инженерной педагогики существует уже более 70 лет. В Восточной Европе, особенно в Российской Федерации, традиция инженерной педагогики насчитывает более 20 лет. За это время создана обширная сеть университетов, активно участвующих в IGIP – Международном обществе по инженерной педагогике. Ряд университетов предлагают учебные программы IGIP и работают над различными проектами, связанными со специализацией в области инженерного образования и инженерной педагогики. В испаноязычных странах концепция инженерной педагогики появилась сравнительно недавно. Так, с 2014 г. Технический университет Дрездена сотрудничает с чилийскими университетами в плане развития инженерной педагогики и инженерного образования. Цель сотрудничества – реализация двух проектов: “Инженерная дидактика в чилийских университетах” (PEDING) и “Совершенствование инженерной подготовки в чилийских университетах с помощью практических партнёрских стипендий” (STING); оба проекта получили финансовую поддержку со стороны DAAD. Цель статьи – представить результаты исследования потребностей в преподавании инженерной педагогики в одном из чилийских университетов. В целом можно констатировать высокий уровень заинтересованности и мотивации преподавателей в отношении учебного курса по инженерной педагогике, специально ориентированного на преподавательский состав инженерных факультетов. Проект осуществлялся под руководством Международного центра инженерного образования (CIEI) при Университете Тальки (Чили) при педагогической поддержке Технического университета Дрездена (Германия).

In European countries, primarily in German-speaking countries, first of all, in Germany (Dresden), the concept of engineering pedagogy (EP) has existed for more than 70 years. In Eastern Europe, particularly in the Russian Federation, the tradition of EP has more than 20 years and shows an extensive network of universities actively participating in IGIP (International Society of Engineering Pedagogy). Several universities offer the IGIP curricula and work on various projects  related to majoring in engineering education and pedagogy in Russian Higher Education Institutions. In Spanish-speaking countries the concept of EP is relatively recent. Particularly, since 2014, the Technical University of Dresden (TU Dresden) works in cooperation with Chilean universities to strengthen engineering pedagogy and education in the university context. This goal was concretized through two cooperation projects “Engineering Didactics at Chilean Universities” (PEDING-Project) and “Strengthening engineering training at Chilean universities through practice partner-ships” (STING-Project), both financially supported by DAAD. The main goal of this paper is to present the results of a survey about teaching needs in engineering pedagogy in a Chilean university. In general, the results showed the high level of interest and motivation that a training course on engineering pedagogy specifically oriented for the academic staff of engineering faculties may have. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) under the pedagogical support of the TU Dresden (Germany).

 

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The authors declare that there are no conflicts of interest present.