Engineering pedagogical content knowledge: examining correlations with formal and informal preparation experiences

Abstract Background Developing pre-service educators’ content and pedagogical knowledge is critical for providing high-quality instruction in science, technology, engineering, mathematics (STEM) disciplines. Specifically, (PCK) has been identified as one of the most critically needed research areas within engineering education. However, limited exists on PCK education contexts. Therefore, this study investigated whether specific teacher preparation coursework informal educational experiences influenced high school instructors’ teaching practices. Results Using methods similar to a previous examining technology science practices (Love & Wells International Journal Technology Design Education 28:395–416, 2018), utilized random sample 55 Foundations Engineering (FoTE) educators from 12 county systems United States. The participants completed TEES-PCK survey Studies 41: 58–71, 2015), which collected data about their formal experiences. Based participant responses, eight were purposefully selected be observed while same FoTE lesson. these assigned rating using reliable validated RTOP instrument modified by Love et al. (Journal 29: 45–66, 2017). observation ratings analyzed an exploratory correlational design. Spearman’s rho tests used examine strength relationship between or through corroboration with curriculum analyses, classroom audio recordings notes, interviews. analyses found several significantly correlated participants’ Conclusions This presents recommendations informing teach greater depth. findings provide implications researchers, programs, in-service professional development efforts. contributes yet essential area PCK.