Innovation in TVET Teacher Education: Infusion of STEM Related Design Process into a Teacher

Education Course

Gareth Phillips, PhDSchool of Technical and Vocational Education

International Conference on TVET in the Caribbean 2015

Outline of Presentation

• Discussion of contextual factors and realities of TVET teacher education.

• Statement of problem• Methodology• Description and samples of students’ projects.• Findings• Conclusion

Factors Impacting TVET Teacher Education

• According to Majumdar (2011), the current driving forces of change in our economy and society are:

“globalization and knowledge society, information and communication technology (ICT) revolution, and climatic changes and sustainable development” (p.49)

Factors Impacting TVET Teacher Education

• Technical Vocational Education and Training is considered the appropriate type of education to develop and improve the workforce of a country.

• Therefore, TVET must be responsive to the changing realities highlighted previously.

• Stronger emphasis must be placed on the preparation of TVET teachers within this changing context.

Factors Impacting TVET Teacher Education

• Consensus out of the 2nd International Congress on TVET is that a well trained teacher builds the bridge between economic growth and human development .

• TVET teachers of the 21st Century must be able to prepare students for more complex and long term technology projections (Majumdar, 2011).

• He contends that the strategy must include learning to learn skills, adaptability skills, and higher- order thinking skills (HOT skills).

TVET Teacher Education• HOT skills combine critical and creative

thinking, innovation and problem-solving, abstract reasoning, analytical skills and information processing.

• According to Nagappan (2002), teaching HOT skills is most effective when the constructivist model is utilized.

• Teacher’s role is that of facilitator creating the right conditions, tasks, and situation (Majumdar, 2011).

TVET Teacher Education• TVET teachers must be able to teach both HOT

and soft generic skills for the new workplace: work habits, cognitive, interpersonal, and adaptability clusters.

• Another major area of TVET teacher preparation is to develop the capacity for education for sustainable development (ESD).

• Sustainable development (SD) is maintaining and improving the quality of life in such a way

TVET Teacher Education

that it does not diminish the ability of future generations to meet their needs.

• The concept SD integrates environmental, economic and social-cultural (technology) considerations in identifying sustainable ways of living and working.

• Massive capacity-building for teachers is necessary for the promotion of ESD as part of TVET where teachers are actively developing

TVET Teacher Educationstudents’ mindset as well as capabilities for sustainable living.

• Re-thinking TVET for sustainable development will require a change in content, knowledge structure, skills component, and the role of teachers.

• Given the paradigm shift in the Jamaican education system towards STEM education, and the redefined role for teachers in the 21st

TVET Teacher EducationCentury, TVET teacher education locally, needs re-orientation towards content, knowledge, and skills that are aligned to sustainable education.

• A major shift needs to take place in the approach to TVET teacher education that will influence the selection of methods used with students in schools.

• STEM Project-Based Learning has been proffered as a suited approach (Capraro, Capraro, & Morgan, 2013).

STEM Project-Based Learning (PBL)

• According to Capraro and Slough (2013), STEM PBL is “an ill-defined task with a well defined outcome situated within a contextually rich task requiring students to solve several problems, which when considered in their entirety, showcase student mastery of several concepts of various STEM subjects.” (p. 4).

STEM PBL

• The uniqueness of STEM PBL is that it integrates engineering design principles with the traditional curriculum.

• The infusion of the engineering design principles fosters real work relatability and applicability.

• Critical to STEM PBL is the professional training of a teaching force that is capable of

STEM PBL

designing learning experiences that will maximize students’ potential.

• Teacher preparation for STEM PBL must focus on learning how to design high quality experiential learning activities.

• Pre-service teachers must therefore experience STEM PBL as part of their preparation for delivering STEM education.

Statement of Problem

This study was to determine the perceptions of the infusion of a STEM related design process (engineering design) into a teacher education course by a select group of pre-service TVET teachers.

Methodology• The study utilized a qualitative research design

where focus group was used as the main source of data collection

• Twenty-one participants were invited to a 1 hour focus group session based on their previous enrollment in a teacher education course .

• Participants were contacted via their e-mail

Methodology

addresses and invited to participate in the focus group session.

• Upon arrival, they were presented a letter of consent detailing the nature of their involvement in the study and the need to sign on the sheet provided indicating their full understanding and consent.

• After several weeks of invitation, only 6 students participated in the actual focus group.

Methodology

• A 9-item interview protocol was developed for this study and was vetted by an independent qualitative researcher.

• The items focused on students’ experiences and the way they described or compared those experiences. Additionally, they were asked about their learning experience and to make recommendations for changes.

Research Questions

1. How did the pre-service TVET teachers feel about the infusion of the STEM related (engineering design) design into their professional course?

2. What were some of the specific challenges and successes associated with this approach?

3. What changes will be necessary for a better experience for pre-service TVET teachers?

Description of Project

• At the beginning of the course, students were told of the approach to be used in engaging them in learning for the semester.

• They were invited to participate in negotiating some aspects of the project. For example, students were able to negotiate deadlines and some requirements of the project.

• The final version was prepared and submitted

Description of Project

to students as their guideline.• To support students in the making/designing

of prototype, an experienced professional was invited to walk the students through the process and clarify the nature of the work involved in meeting the requirements.

• Students were able to interact with the professional and get their questions answered.

Description of Project• Paper 1• Problem Statement (10%)

• This 2-page paper is a description of the problem to be addressed through an innovative product solution. As part of the description, it is expected that students will provide a rationale or justification for the problem chosen. The major questions to be answered in this paper are: what is the nature of/the origin of this problem?; what are the identifiable manifestations of this problem in a teaching-learning context?; how does this problem affect learning?; why is it important to study this problem? Standard APA (6th Ed.) writing guidelines are to be observed. An approved problem statement is necessary in order for students to proceed with the other parts of the project.

Description of Project• Paper 2• Background Research and Possible Solutions (20%) • In this paper, students are expected to do a brief literature review to

establish a theoretical or conceptual framework for understanding this problem. Further, students should incorporate a brainstorming of different approaches or solutions to addressing this problem and a clear indication of a specific solution to be implemented. You are encouraged to consult with any level of expertise and a variety of resources to determine the idea and design of a product solution. Key questions to address are: how have other researchers/teachers attempted to address this problem?; how were these studies conducted?; what were the outcomes/ recommendations for teaching and learning?; what are possible solutions for addressing this problem? This paper should be between 4 and 5 pages long.

Description of Project

• Design Model/Prototype (35%) • For this major component of the project, students are

to design or make a model/prototype of their product to be used by classroom teachers in working with students who present with the specific problem. Students should create an electronic schematic of their product for illustrative purposes. Originality and creativity are hallmarks of this component. The process of creating the product will be assessed and will include the use of resources both human and material.

Description of Project

• Presentation of Models (20%)

• This is a display and an oral presentation of the model to a panel of assessors. A demonstration of the use of the product is critical. Product knowledge and language usage are the important elements for success.

Samples of Students Work

RQ 1: How did the pre-service TVET teachers feel about the infusion of the STEM related (engineering design) design into their professional course?• Overall these pre-service teachers felt that the

infusion was beneficial to what they learned, the way they learned, and the skills they developed.

• They further felt that their unfamiliarity with the experience or the requirements brought about much excitement as well as challenge.

• The experience gave them an opportunity to

RQ 1: How did the pre-service TVET teachers feel about the infusion of the STEM related (engineering design) design into their professional course?

discover their own strengths and to appreciate the contributions of others to the overall outcome.

• They were forced to learn how to cope and deal with disagreements in order to achieve the goal.

• The experience was mostly positive and should be used in other courses.

RQ 1: How did the pre-service TVET teachers feel about the infusion of the STEM related (engineering design) design into their professional course?• The anxiety associated with the uncertainty of

the alignment of their current skills-set and knowledge to the tasks/requirements was an important determinant of the quality of the final output.

• These pre-service TVET teachers felt that as a result of this experience, they are better able to help their prospective students engage in STEM related learning experiences.

RQ 2: What were some of the specific challenges and successes associated with this approach?

• Challenges:1. Limited knowledge of what to do and how to

achieve the tasks.2. Fear of failing as a result of delayed decisions

about what to do and how it should be accomplished as deadlines approached.

3. Level of doubt among group members of the group’s capacity to accomplish the tasks.

RQ 2: What were some of the specific challenges and successes associated with this approach?

4. Limited time within which to accomplish tasks.

5. Conflicts within groups as a result of personality and preferences threatened success.

6. Students’ preference for the traditional learning experience rather than new ways of learning.

RQ 2: What were some of the specific challenges and successes associated with this approach?

• Successes:1. Students’ involvement in negotiating aspects

of the requirements.2. Pop quizzes kept students up-to-date with

the information.3. Exceeding their own expectations in terms of

output.

RQ 2: What were some of the specific challenges and successes associated with this approach?4. The quality of the presentation, everything

from the dress code to their confidence in sharing their work.

5. The support from lecturer augmented by the guidance from the experienced practitioner.

6. Growth in self efficacy among students and high levels of exhilaration associated with the climax of the presentation.

RQ 3: What changes will be necessary for a better experience for pre-service TVET teachers?

• Some preferred student selection of group members while others preferred lecturer assigned group.

• Students desired lecture notes/prepackaged notes so they would only have to study in preparation for pop quizzes.

• Assign a personal reflection paper to each requirement so that students can describe their learning and contribution to that specific task.

RQ 3: What changes will be necessary for a better experience for pre-service TVET teachers?

• Divide the overall course weight by giving group activities half the weight and individual effort the other half.

• Limit group size to 4 persons with 2 focused on the theory and 2 focused on practical then individuals from each category will explain to the others.

Conclusion

• The STEM design approach worked well in creating an authentic learning experience for students but without the inclusion of pop quizzes, students may well focus on a small aspect of the overall course.

• Learning in this context is both powerful and meaningful for students who are willing to fully engage.

Conclusion

• Group engagement stands as the greatest threat to a positive experience. Grouping refers to both the capacity of group members to accomplish task and the working relationships of members.

• Technical as well as academic expert support is vital to the students’ overall success.

• Students see better the link between skills developed and the skills for the real world/work world.

ReferencesCapraro, R. M. &, Slough, S. W. (2013). Why PBL? Why STEM? Why Now? An

Introduction to STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics Approach. In R. M. Capraro, M. M. Capraro, & J. R. Morgan (Eds), STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach 2ed. (pp. 1-6). Rotterdam, The Netherlands: Sense Publishers.

Capraro, R. M., Capraro, M. M., & Morgan, J. R. (2013). STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach 2ed. Rotterdam, The Netherlands: Sense Publishers.

Majumdar, S. (2011). Teacher education in TVET: Developing a new paradigm. International Journal of Training Research 9(1-2), pp. 49-59.

ReferencesNagappan, R. (2002). Using constructivist approach to teach higher order

thinking skills:Transforming teaching practice to facilitate mindful learning. Paper presented at The 10th International Conference on Thinking, Harrogate, England, 15-19 June 2002, http://nsrajendran.tripod.com/Papers/harrogate2002.pdf

Thank You!

• Questions?