Evaluation of Teacher Training Needs in Engineering Pedagogy
https://doi.org/10.31992/0869-3617-2021-30-8-9-93-103
Abstract
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).
About the Authors
D. Gormaz-Lobos
Universidad Autónoma de Chile
Chile
Chile
Diego Gormaz-Lobos – PhD, Associate Researcher, Faculty of Engineering
Av. Pedro de Valdivia
C. Galarce-Miranda
Technische Universität Dresden
Germany
Germany
Claudia Galarce-Miranda – PhD, Research Assistant, Faculty of Education, Chair of Didactic of Vocational Education
Weberplatz 5, 01217 Dresden
H. Hortsch
Technische Universität Dresden
Germany
Germany
Hanno Hortsch – PhD, Prof., Chair of Didactic of Vocational Education, President of IGIP; International Society of Engineering Pedagogy
Weberplatz 5, 01217 Dresden
References
1. Clara Ventura, A. (2016). ¿Enseño como aprendí?: el rol del estilo de aprendizaje en la enseñanza del profesorado universitario. Aula Abierta. Vol. 44, no. 2, pp. 91-98, doi : https://doi.org/10.1016/j.aula.2016.05.001
2. Hrmo, R., Miština, J., Krištofiaková, L. (2016). Improving the Quality of Technical and Vocational Education in Slovakia for European Labour Market Needs. International Journal of Engineering Pedagogy. Vol. 06, no. 2, pp. 14-22, doi: http://dx.doi.org/10.3991/ijep.v6i2.5369
3. Matviyevskaya, E.G., Tavstukha, O.G., Galustyan, O.V., Ignatov, P.A., Miroshnikova, D.V. (2019). Formation of Information and Communication Competence of Future Teachers. International Journal of Emerging Technologies in Learning. Vol. 14, no. 19, pp. 65-76, doi: https://doi.org/10.3991/ijet.v14i19.10990
4. Popov, E.A. (2021). How University Professors Assess Their Teaching Experience at Schools. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 30, no. 2, pp. 83-91, doi: https://doi.org/10.31992/0869-3617-2021-30-2-83-91
5. Dyomina, O.A., Tepleneva, I.A. (2020). Modification of Teaching/Learning Strategies of University Teaching Staff. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 29, no. 7, pp. 156-167, doi: https://doi.org/10.31992/0869-3617-2020-29-7-156-167
6. Sobrino García, J. (2015). Evaluación sistemática de un programa de formación docente para profesores de la Universidad de Castilla-La Mancha. Available at: http://hdl.handle.net/10578/7765 (accessed 19.07.2021).
7. Pérez Rodríguez, N. (2019). Programas de Formación Docente en Educación Superior en el contexto español”. Investigación en la Escuela. Vo. 97, pp. 1-17.
8. (2020). Diplomado en Innovación y Docencia Universitaria. Universidad de Chile. Available at: http://www.uchile.cl/portal/presentacion/asuntos-academicos/pregrado/departamentode-pregrado/formacion-docente/145786/diplomado-en-innovacion-y-docencia-universitaria (accessed 19.07.2021).
9. Hortsch, H., Reese, U. (2012). Historische Aspekte Ingenieurpädagogischer Lehre und Forschung an der TU Dresden. In: Hortsch, H., Kersten, S., Köhler, M. Renaissance der Ingenieurpädagogik – Entwicklungslinien in Europäischen Raum. Referate der 6. IGIP Regionaltagung, pp. 9-25. ISBN: 978-3-00-037734-1
10. Polyakova, T.Y. (2019). Modern Trends of Engineering Pedagogy Development. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 28, no. 12, pp. 132-140, doi: https://doi.org/10.31992/0869-3617-2019-28-12-132-140
11. Solovyev, A. (2015). 20-Year Cooperation with IGIP. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 11, pp. 102-108. Available at: https://vovr.elpub.ru/jour/article/view/318/268 (accessed 19.07.2021).
12. Solovyev, A.N., Prikhodko, V.M., Petrova, L.G., Makarenko, E.I. (2021). New IGIP Curriculum for Advanced Training of Engineering University Teachers. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 30, no. 1, pp. 49-59, doi: https://doi.org/10.31992/0869-3617-2021-30-1-49-59
13. Hortsch, H., Gormaz-Lobos, D., Galarce-Miranda, C., Kersten, S. (2019). Needs-Oriented Engineering Pedagogy – Research Projects in Chilean Universities. In: Auer, M., Tsiatsos, T. (Eds). The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing. Vol. 917, pp. 741-753, doi: https://doi.org/10.1007/978-3-030-11935-5_70
14. Gormaz-Lobos, D., Galarce-Miranda, C., Hortsch, H., Kersten, S. (2020). Engineering Pedagogy in Chilean Context: Some Results from the PEDING-Project. In: Auer, M., Hortsch, H., Sethakul, P. (Eds.) The Impact of the 4th Industrial Revolution on Engineering Education. ICL 2019. Advances in Intelligent Systems and Computing. Vol. 1135, pp. 101-114, doi: https://doi.org/10.1007/978-3-030-40271-6_11
15. Gormaz-Lobos, D., Galarce-Miranda, C., Hortsch, H., Kersten, S. (2020). The Needs-Oriented Approach of the Dresden School of Engineering Pedagogy and Education. In: Auer, M., Hortsch, H., Sethakul, P. (Eds.) The Impact of the 4th Industrial Revolution on Engineering Education. ICL 2019. Advances in Intelligent Systems and Computing, Vol. 1134, pp. 589-600, doi: https://doi.org/10.1007/978-3-030-40274-7_56
16. Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed method approaches. Sage Publications, 342 p. Available at: http://www.drbrambedkarcollege.ac.in/sites/default/files/Research-Design_Qualitative-Quantitative-and-Mixed-Methods-Approaches.pdf (accessed 19.07.2021).
17. Cohen, L., Manion, L., Morrison, K. (2013). Research Methods in Education. Routledge.
Review
Views:
654
Email this article 