000 04003nam a22005295i 4500
001 978-3-031-79382-0
003 DE-He213
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008 220601s2018 sz | s |||| 0|eng d
020 _a9783031793820
_9978-3-031-79382-0
024 7 _a10.1007/978-3-031-79382-0
_2doi
050 4 _aTA174
072 7 _aTBD
_2bicssc
072 7 _aTEC016000
_2bisacsh
072 7 _aTBD
_2thema
082 0 4 _a620.0042
_223
100 1 _aHeywood, John.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_983528
245 1 0 _aEmpowering Professional Teaching in Engineering
_h[electronic resource] :
_bSustaining the Scholarship of Teaching /
_cby John Heywood.
250 _a1st ed. 2018.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXXI, 223 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSynthesis Lectures on Engineering,
_x1939-523X
505 0 _aForeword -- Preface and Introduction -- Acknowledgments -- Accountable to Whom? Learning from Beginning Schoolteachers 1 -- "Oh that we the gift of God to see ourselves as others see us," Learning from Beginning Teachers 2 -- Toward a Scholarship of Teaching. Teaching as Research -- Objectives and Outcomes -- Problem Solving, Its Teaching, and the Curriculum Process -- Critical Thinking, Decision Making, and Problem Solving -- The Scholar Academic Ideology of the Disciplines -- Intellectual Development -- Organization for Learning -- Concept Learning -- Complex Concepts -- The Learning Centered Ideology--How Much Should We Know About Our Students? -- The Learning Centered Ideology--How Much Should We Know About Our Students? -- Intelligence -- Two Views of Competency -- From IQ to Emotional IQ -- Social Reconstruction -- Author's Biography -- Author Index -- Subject Index.
520 _aEach one of us has views about education, how discipline should function, how individuals learn, how they should be motivated, what intelligence is, and the structures (content and subjects) of the curriculum. Perhaps the most important beliefs that (beginning) teachers bring with them are their notions about what constitutes "good teaching". The scholarship of teaching requires that (beginning) teachers should examine (evaluate) these views in the light of knowledge currently available about the curriculum and instruction, and decide their future actions on the basis of that analysis. Such evaluations are best undertaken when classrooms are treated as laboratories of inquiry (research) where teachers establish what works best for them. Two instructor centred and two learner centred philosophies of knowledge, curriculum and instruction are used to discern the fundamental (basic) questions that engineering educators should answer in respect of their own beliefs and practice. They point to a series of classroom activities that will enable them to challenge their own beliefs, and at the same time affirm, develop, or change their philosophies of knowledge, curriculum and instruction.
650 0 _aEngineering design.
_93802
650 0 _aMaterials.
_97549
650 0 _aProfessional education.
_941513
650 0 _aVocational education.
_941514
650 1 4 _aEngineering Design.
_93802
650 2 4 _aMaterials Engineering.
_932311
650 2 4 _aProfessional and Vocational Education.
_941516
710 2 _aSpringerLink (Online service)
_983532
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031793837
776 0 8 _iPrinted edition:
_z9783031793813
776 0 8 _iPrinted edition:
_z9783031793844
830 0 _aSynthesis Lectures on Engineering,
_x1939-523X
_983533
856 4 0 _uhttps://doi.org/10.1007/978-3-031-79382-0
912 _aZDB-2-SXSC
942 _cEBK
999 _c85525
_d85525