공과대학 교수학습의 질적 향상을 위한 공학 교수자의 교수지향 탐색

• 영문명: Exploration of Engineering Professors’ Teaching Orientations toward Engineering Courses
• 발행기관: 한국공학교육학회
• 저자명: 장지영(Jang, Jiyoung) 이현주(Lee, Hyunju)
• 간행물 정보: 『공학교육연구』제19권 제3호, 23~34쪽, 전체 12쪽
• 주제분류: 공학 > 공학일반
• 파일형태: PDF
• 발행일자: 2016.05.31

영문 초록

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.

목차

I. 서 론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 결론 및 제언

키워드

Engineering education Engineering professors Teaching orientation Instructional practice Pedagogical content knowledge