Abstract
The current K–12 science education reforms that call for engineering to be taught alongside other disciplines ask veteran teachers to move from an achieved state of stability and expertise towards embracing a new teaching challenge that involves a completely new discipline. This chapter presents the case of Mrs. K., a veteran elementary school teacher with 20 years of science teaching experience, as she adjusts her planning and teaching practices towards incorporating engineering into her classroom. The study draws from the adult skill acquisition model (Dreyfus & Dreyfus, 1986) to highlight a veteran teacher’s trajectory of engineering teaching skill development and further explore the interaction between established skill levels in science teaching and a newly developing skill set of engineering teaching.
| Original language | English |
|---|---|
| Title of host publication | Coresource 4 |
| Publisher | Emerald Group Publishing Ltd. |
| Pages | 161-186 |
| Number of pages | 26 |
| ISBN (Electronic) | 9781648025020 |
| ISBN (Print) | 9781648025006, 9781648025013 |
| State | Published - 2021 |
ASJC Scopus Subject Areas
- General Social Sciences
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