Using Engineering Design Teaching Portfolios to Gauge Design Teacher Performance and Infer Design Pedagogical Content Knowledge

This paper reports on the creation and use of an Engineering Design Teaching Portfolio system created for the NSF-­‐funded DRK-­‐12 project Engineering for All (EfA). In this project two middle school engineering design-­‐based instructional units were developed. The instructional units were designed to depict engineering as a social good. One EfA unit is focused on urban vertical hydroponic farming and the other on providing safe drinking water through water purification. The research portion of this project included the development of Design Teaching Standards (DTS) and guidelines for teachers to create their own Design Teaching Portfolios (DTP). Data from the portfolios would be used to describe teachers’ pedagogical content knowledge (PCK) when using design activities with students. Review of the teaching portfolios in light of a set of Design Teaching Standards provided information on teachers’ pedagogical content knowledge. The developed portfolio system (i.e., teaching standards, portfolio guidelines and evaluation rubrics) can be used both for teacher evaluation and for teachers’ self-­‐assessment.

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