Notes on competencies in engineering education

• Autores: Marinez Cargnin-Stieler, Marcelo C. M. Teixeira, Edvaldo Assunção
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 30, no. Extra 6 (Parte B), 2014, págs. 1669-1679
• Idioma: inglés
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• Resumen

  • The subject covered in this text is an excerpt of a larger project and presents discussions on teacher’s competencies, in engineeringeducation, and also technical and scientific competencies. There is a growing demand for engineering teachers and this raisesconcern with regards to the formation of these professionals in Brazil. This paper begins with the information collected byelectronic mail sent to professors of all Electrical Engineering postgraduate programs in Brazil. The questions/suggestions requestedincluded the advice that could be given to postgraduate students about to enter the teaching profession. This research, grounded inthe studies of Braslavsk, Perrenoud, Masetto and Zabalza, among other studies, indicated a convergence towards three engineeringprofessor competencies: in-depth knowledge about the subject to be taught (technical and scientific), knowing the teaching contentand to know how to teach this content (pedagogical-didactic competence). In light of these questions, a didactic and pedagogicalapproach course is proposed, to be addressed collaboratively in the engineering postgraduate program. One suggestion regardsaddressing case studies or problems experienced by teachers, where the teacher chooses problems or cases grounded in theories, andstudents assigned to solve them in the best possible way. This could represent an initial setting to discuss and consider theengineering teacher role. In engineering education and pedagogic formation there is a gap that needs to be closed, especially duringthe doctoral or master program, as this is when the engineering teacher or teaching candidate qualifies technically and scientificallyto engage in researching and teaching.