ABSTRACT

Background: Teachers play a prominent role in facilitating the integration of engineering into school instruction. There is an extensive body of literature that has addressed the delivery of engineering teacher professional development programs. A few studies have summarized the features of engineering teacher professional development programs, but none have followed systematic synthesis procedures.

Purpose: The study aimed to synthesize the literature on teacher professional development programs focused on the integration of engineering into K-12 education. The purpose of the study was to provide a systematic overview of the general characteristics and key features of PD programs.

Design and Method: The systematic review involved three phases, search, selection, and synthesis, and included the application of exclusion criteria, inclusion criteria, and a checklist created by the investigators. Based on an extensive database and journal search, as well as the three review phases mentioned above, 29 articles previously published in peer-reviewed academic journals were included in this systematic review.

Results: Results were organized according to six codes: (a) teacher profiles, (b) organizational features, (c) impacts of the professional development programs, (d) factors that promote professional development program effectiveness, (e) assessment of teacher improvement, and (f) addressed limitations. The majority of programs included face-to face workshops combined with field trips to engineering workplaces and follow-ups. Factors that contributed to the effectiveness of the programs included: real-world-focused activities, the promotion of collaboration and interaction with peers and outside experts, development and refinement of plans for classroom implementation, and observation of student interest and progress.

Conclusions: This systematic review can provide a conceptual basis for research and practice in engineering-focused teacher professional development, with the assistance of research-based guidelines presented. Future research can investigate the possible long-term effects of the guidelines provided for teachers and their students.

摘要

背景：教师在促进工程融入学校教学方面发挥着重要作用。有大量文献论述了工程教师专业发展计划的实施。一些研究总结了工程教师专业发展计划的特点，但没有一项研究遵循系统的综合程序。

目的：本研究旨在综合侧重于将工程学融入 K-12 教育的教师专业发展计划的文献。该研究的目的是系统地概述 PD 计划的一般特征和主要特征。

设计与方法：系统评价包括搜索、选择和综合三个阶段，包括排除标准的应用、纳入标准和调查人员创建的检查表。基于广泛的数据库和期刊搜索，以及上述三个审查阶段，本系统评价收录了先前发表在同行评审学术期刊上的 29 篇文章。

结果：结果根据六个代码组织：(a) 教师简介，(b) 组织特征，(c) 专业发展计划的影响，(d) 促进专业发展计划有效性的因素，(e) 教师改进评估，以及 (f) 解决了局限性。大多数计划包括面对面的研讨会以及对工程工作场所和后续行动的实地考察。有助于提高计划有效性的因素包括：以现实世界为中心的活动、促进与同行和外部专家的合作和互动、制定和完善课堂实施计划，以及观察学生的兴趣和进步。

结论：在提出的基于研究的指导方针的帮助下，该系统评价可以为以工程为重点的教师专业发展的研究和实践提供概念基础。未来的研究可以调查为教师及其学生提供的指导方针可能产生的长期影响。