This paper explores how primary teachers might be prepared through their pre-service training to feel more confident to include engineering in their teaching. Prompted by concerns about young people’s lack of interest in STEM subjects and careers, engineering is gradually gaining visibility in the primary curriculum in several forms, particularly through integrated STEM programmes. However, the status of engineering relative to science, technology and mathematics remains contested in schools and engineering has low visibility in pre-service preparation programmes for primary teachers. Therefore, this case-study investigated how two strategies might give students learning to be primary technology, computing and science teachers greater confidence to introduce the concept of engineering into their teaching. By reframing engineering as engineering habits of mind and by giving students experience of engaging with practising engineers, the study found that it was possible to enhance primary trainee teachers’ understanding of the world of engineering and increase their confidence to introduce engineering habits of mind in lessons with primary children. The paper concludes with some implications for practice of this approach.

本文探讨了如何通过职前培训为小学教师做好准备，使他们更有信心将工程学纳入他们的教学中。由于担心年轻人对STEM主题和职业缺乏兴趣，工程学正逐渐以几种形式（尤其是通过集成STEM计划）在小学课程中获得知名度。但是，工程技术相对于科学，技术和数学的地位在学校中仍然存在争议，并且工程技术在针对小学教师的职前准备计划中的知名度较低。因此，本案例研究探讨了两种策略如何使学生学习成为基础技术，计算机和理科教师的更大信心，从而将工程学的概念引入他们的教学中。通过将工程学重新定义为工程学的思维习惯，并通过给学生与实践工程师互动的经验，该研究发现，可以增强初级实习教师对工程学世界的理解，并增强他们在课程中引入工程学思维习惯的信心。和小学孩子在一起。本文最后对这种方法的实践产生了一些启示。