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Purpose of this article is to provide an overview of development of the IGIP prototype curriculum, its distribution in the world and the foundations of the engineering pedagogical culture. The aim of the article is also to provide an overview of the development and implementation of STEAM teacher training curricula in different IGIP member countries, which have helped to solve the problem of the lack of qualified STEAM teachers in the last half a century. Framework for Curriculum Design is presented and analyzed. The Psycho-Didactical Model of Engineering Pedagogy is presented and analyzed. Integrated constructive alignment principles for supporting student learning, responsibility and lowering drop-out are introduced. Model for promoting STEAM education is introduced as a prerequisite for learning with deep understanding. The article also discusses the twenty-year long work of the Estonian Centre for Engineering Pedagogy at Tallinn University of Technology in the field of tertial education (master studies) and continuing education of engineering educators, as well as that of STEAM teachers, including opportunities for acquisition of additional majors, micro-credentials and nanodegrees, and development of relevant study materials.

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Synthesis of Best Practices in Curriculum Design for Engineering Educators’ Pedagogical Training

  • 会议论文

  • 发表日期：

    2025年

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  • Tiia Rüütmann,
  • Urve Läänemets

摘要

Purpose of this article is to provide an overview of development of the IGIP prototype curriculum, its distribution in the world and the foundations of the engineering pedagogical culture. The aim of the article is also to provide an overview of the development and implementation of STEAM teacher training curricula in different IGIP member countries, which have helped to solve the problem of the lack of qualified STEAM teachers in the last half a century. Framework for Curriculum Design is presented and analyzed. The Psycho-Didactical Model of Engineering Pedagogy is presented and analyzed. Integrated constructive alignment principles for supporting student learning, responsibility and lowering drop-out are introduced. Model for promoting STEAM education is introduced as a prerequisite for learning with deep understanding. The article also discusses the twenty-year long work of the Estonian Centre for Engineering Pedagogy at Tallinn University of Technology in the field of tertial education (master studies) and continuing education of engineering educators, as well as that of STEAM teachers, including opportunities for acquisition of additional majors, micro-credentials and nanodegrees, and development of relevant study materials.