Empowering Professional Teaching in Engineering. John Heywood

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Empowering Professional Teaching in Engineering - John Heywood


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id="ulink_251219dd-7698-5ca0-9618-1704ea21eff1"> 1.1 INTRODUCTION

      My experience of teacher education leads me to believe that beginning engineering educators have much to learn from beginning teachers. Therefore, many examples in this text are taken from reports of what happened to beginning teachers and their students while researching their own instruction.

      There seems to be general agreement that there is a need for induction to teaching that goes beyond telling beginning teachers where their classroom, rest rooms, and staff rooms are before they begin their teacher training. However, by all accounts engineering education is still at this primitive stage. It is not unreasonable to suppose that key questions on a beginning engineering educators mind relate to accountability: “to whom, and for whom am I responsible?”

      Successful accountability is more likely to be achieved when teachers take responsibility for their daily actions at what might be deemed to be the first level of accountability. The second level, which cannot be avoided, relates that accountability to the outside world through appraisal, that is, of objectives agreed between the teacher and the authorities (principals, parents, colleagues) to whom he is accountable. Thus, if teachers wished to consider themselves to be professionals then, in the first instance, they had to be self-accountable for the achievement of agreed goals. They had to be able to self-evaluate or as we would say today, self-assess.


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