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Teacher Perception of Professional Skills in a Project-Led Engineering Semester

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Title: Teacher Perception of Professional Skills in a Project-Led Engineering Semester
Language: English
Authors: van Hattum-Janssen, N., Mesquita, D.
Source: European Journal of Engineering Education. 2011 36(5):461-472.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2011
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Engineering Education, Interviews, Engineering, Foreign Countries, Teacher Attitudes, Student Projects, Teaching Experience, Professional Education, Self Efficacy, College Faculty
Geographic Terms: Portugal
DOI: 10.1080/03043797.2011.606501
ISSN: 0304-3797
Abstract: This study explores the perceptions of teachers with regard to professional skills in project-led engineering education experiences for first year engineering students at the University of Minho, Portugal. Their perception on which professional skills to include, how to develop these skills and how to assess them is studied through six semi-structured interviews with experienced teachers of the first year programme, who served as tutors as well as teachers in at least four projects. Analysis of their perceptions reveals a strong commitment to professional skills for engineering students, and also a lack of confidence in the support they can offer to help students develop these skills. (Contains 3 tables.)
Abstractor: As Provided
Number of References: 26
Entry Date: 2012
Accession Number: EJ952581
Database: ERIC
FullText Text:
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  Data: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: This study explores the perceptions of teachers with regard to professional skills in project-led engineering education experiences for first year engineering students at the University of Minho, Portugal. Their perception on which professional skills to include, how to develop these skills and how to assess them is studied through six semi-structured interviews with experienced teachers of the first year programme, who served as tutors as well as teachers in at least four projects. Analysis of their perceptions reveals a strong commitment to professional skills for engineering students, and also a lack of confidence in the support they can offer to help students develop these skills. (Contains 3 tables.)
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