Journal of Engineering Education Research (공학교육연구)

Korean Society for Engineering Education (한국공학교육학회)
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Exploration of Engineering Professors' Teaching Orientations toward Engineering Courses

공과대학 교수학습의 질적 향상을 위한 공학 교수자의 교수지향 탐색

  • Jang, Jiyoung (Innovation Center for Engineering Education, Sungkyunkwan University) ;
  • Lee, Hyunju (Department of Science Education, Ewha Womans University)
  • 장지영 (성균관대학교 공학교육혁신센터) ;
  • 이현주 (이화여자대학교 과학교육과)
  • Received : 2016.04.27
  • Accepted : 2016.05.25
  • Published : 2016.05.31
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Abstract

Teaching orientations represent teachers' general way of conceptualizing their teaching. The orientations are regarded as a very important factor in developing teachers' pedagogical content knowledge because they often guide their instructional decisions such as the selection of contents and teaching strategies, the use of curricula materials, and the evaluation of learning. Thus, understanding teachers' orientations can provide meaningful suggestions to understand their instructional approaches and furthermore to enhance the quality of engineering education in college. The research question for this present study was what kinds of teaching orientations engineering professors possessed in teaching engineering courses and how the orientations were represented in their teaching. Six engineering professors, particularly interested in instructional approaches, participated in the research. The data sources included in-depth interviews with individual professors, classroom observations with field notes, and related documents. In results, four teaching orientations toward engineering courses were identified: 1) expert knowledge in engineering, 2) engineering practice, 3) social practice, and 4) interdisciplinary design. Individual professors had between one to three different teaching orientations. Even though the professors had similar orientations but their instructional strategies somewhat varied based on the disciplines.

Keywords

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