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Engineering Pedagogy is an interdisciplinary scientific subject and an essential element of the system of engineering education. The article is dedicated to the work of Adolf Melezinek, the founder of Engineering Pedagogy and the main principles of Kalgenfurt School of Engineering Pedagogy. Curriculum design and technical teacher education in Estonia is based on Melezinek's work. A decision-making...
The article presents the results of the analysis of the designed learner-centered program for continuing education of technical teachers, including initial teacher training, on the basis of the feedback of the first graduates of the program. The aim of the qualitative research was to evaluate the quality of the curriculum and the quality of teaching in order to improve and enhance the curriculum for...
The design of learner-centered guided in-service program for technical teacher education has been launched at Estonian Centre for Engineering Pedagogy at Tallinn University of Technology. The aim of the designed program has been facilitating the initial in-service teaching experience, involving mentoring, peer support and cognitive apprenticeship. The emphasis has been on teaching for knowledge application,...
Technical teachers need to possess skills in at least two distinct areas: engineering discipline and the art of teaching, balancing these two areas, knowing in-action how to do it in reallife situations and for real professional purposes. Understanding student individualities and their different learning styles is one of the midpoints of teacher training. The newly designed curriculum for technical...
The article introduces effective teaching strategies and models suitable for teaching engineering, implemented at Estonian Centre for Engineering Pedagogy. Introduced models are designed to capitalize deep understanding and critical thinking in teaching engineering. Accordingly students will be able to explain, find evidence and examples, generalise, apply, analogise and represent a topic in a new...
It is important to select the proper instructional strategy for a specific learning outcome in teaching engineering. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in the above named domains). Facts, rules and...
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