A multisite case study of faculty and teacher perceptions of NCETE professional development workshops on engineering design content
Asunda, Paul Andeka
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The purpose of this study was to describe a process of preparing technology education teachers to teach engineering design concepts in the context of technology education. This process was identified through a study of professional development activities that were organized and conducted by technology teacher education partner universities of the National Center for Engineering and Technology Education (NCETE) to prepare middle school and high school technology teachers to infuse engineering design, problem solving, content, and analytical skills into the K12 curriculum. A collective multisite case study formed the methodology for this study. Data were collected through individual interview sessions that lasted 3040 minutes, video footage, observations and artifacts. A total of 15 interviews were individually analyzed, and then compared through a crosscase analysis, to look for emerging themes. Professional development emerged as a core theme and comprised the following subthemes: planning, communities of practice, professional development administration and learning environment, professional development for technology education teachers, professional development activities in the classroom, assessment, expertise, and meaning making.