Educational policies seek to integrate engineering instruction within elementary school settings. This becomes challenging for elementary school leaders and teachers, as few have previous teacher preparation or professional development experience with engineering content or processes. Although studies have considered teacher identity in relation to new teachers’ experiences teaching unfamiliar STEM (science, technology, engineering, and math) content, few consider the experiences of veteran teachers, especially regarding teaching of engineering. Utilizing the lenses of brokering and boundary crossing, this 2-year interpretive case study explores the ways in which 3 veteran teachers reflected on teaching engineering and the engineering design process in a newly formed after-school elementary engineering club. Teachers’ reflections elucidate how they mediated their experiences in becoming familiar with new engineering content by navigating boundary crossing and drawing from and expanding on their teacher identities while enacting real-world practices of teaching and working with children.

中文翻译：

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课后工程俱乐部的教师身份

教育政策寻求在小学环境中整合工程教学。这对小学领导和教师来说变得具有挑战性，因为很少有人在工程内容或流程方面具有教师准备或专业发展经验。尽管研究已经将教师身份与新教师教授不熟悉的 STEM（科学、技术、工程和数学）内容的经验相关联，但很少考虑老教师的经验，尤其是在工程教学方面。利用中介和跨界的镜头，这个为期 2 年的解释性案例研究探讨了 3 位资深教师在新成立的课后小学工程俱乐部中反思工程教学和工程设计过程的方式。