TY - JOUR
T1 - A contribution for the analysis of pedagogical training for teaching in electrical engineering
AU - Cargnin-Stieler, Marinez
AU - Teixeira, Marcelo C.M.
AU - Lima, Rui M.
AU - Mesquita, Diana
AU - Assunção, Edvaldo
N1 - Funding Information:
This work was partially supported by CAPES, CNPq, FAPESP, and by projects COMPETE-POCI-01-0145-FEDER-007043 and FCT-UID-CEC-00319-2013.
Publisher Copyright:
Copyright © 2016 Inderscience Enterprises Ltd.
PY - 2016
Y1 - 2016
N2 - This paper contributes to the discussion of pedagogical training of engineering teachers based on a case study carried out in higher education institutions in Brazil, namely in Electrical Engineering. For this purpose, the authors chose to articulate two research methods: document analysis of the courses offered in the postgraduate programs (Master and PhD) in Electrical Engineering and a survey conducted with students and teachers from 58 of these postgraduate electrical engineering programs. The data analysis indicated that most of the teachers agreed that pedagogical training should be offered to engineering students. Postgraduate students also showed interest in enrolling courses with pedagogic focus. With this analysis we can state that there is a need to rethink engineering education, in order to create conditions for the development of competences related with teaching and learning innovation. This study shows the needs and presents some recommendations to deal with these issues in this field.
AB - This paper contributes to the discussion of pedagogical training of engineering teachers based on a case study carried out in higher education institutions in Brazil, namely in Electrical Engineering. For this purpose, the authors chose to articulate two research methods: document analysis of the courses offered in the postgraduate programs (Master and PhD) in Electrical Engineering and a survey conducted with students and teachers from 58 of these postgraduate electrical engineering programs. The data analysis indicated that most of the teachers agreed that pedagogical training should be offered to engineering students. Postgraduate students also showed interest in enrolling courses with pedagogic focus. With this analysis we can state that there is a need to rethink engineering education, in order to create conditions for the development of competences related with teaching and learning innovation. This study shows the needs and presents some recommendations to deal with these issues in this field.
KW - Electrical engineering education
KW - Engineering education
KW - Higher education
KW - Pedagogical training
KW - Teachers' professional development
UR - http://www.scopus.com/inward/record.url?scp=85006991323&partnerID=8YFLogxK
U2 - 10.1504/ijceell.2016.080986
DO - 10.1504/ijceell.2016.080986
M3 - Article
AN - SCOPUS:85006991323
SN - 1560-4624
VL - 26
SP - 405
EP - 418
JO - International Journal of Continuing Engineering Education and Life-Long Learning
JF - International Journal of Continuing Engineering Education and Life-Long Learning
IS - 4
ER -
