The Teacher Engineering Education Program is designed to support teacher learning in engineering education in an 18-month online asynchronous program. In this project, we collected data from two cohorts of elementary teachers (N=26) including multiple interviews throughout the program, teachersâ€™ video recordings of their classroom teaching, and their coursework in the four required courses. This poster summarizes our central findings on teacher learning in the program, looking at teachersâ€™ noticing and pedagogical sensemaking in engineering.
Co-PI(s): Jessica Watkins, Vanderbilt University
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