Abstract
In European countries, primarily in German-speaking countries, first of all, in Germany (Dresden), the concept of engineering pedagogy (EP) has existed for more than 70 years. In Eastern Europe, particularly in the Russian Federation, the tradition of EP has more than 20 years and shows an extensive network of universities actively participating in IGIP (International Society of Engineering Pedagogy). Several universities offer the IGIP curricula and work on various projects related to majoring in engineering education and pedagogy in Russian Higher Education Institutions. In Spanish-speaking countries the concept of EP is relatively recent. Particularly, since 2014, the Technical University of Dresden (TU Dresden) works in cooperation with Chilean universities to strengthen engineering pedagogy and education in the university context. This goal was concretized through two cooperation projects “Engineering Didactics at Chilean Universities” (PEDING-Project) and “Strengthening engineering training at Chilean universities through practice partner-ships” (STING-Project), both financially supported by DAAD. The main goal of this paper is to present the results of a survey about teaching needs in engineering pedagogy in a Chilean university. In general, the results showed the high level of interest and motivation that a training course on engineering pedagogy specifically oriented for the academic staff of engineering faculties may have. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) under the pedagogical support of the TU Dresden (Germany).
Highlights
In Eastern Europe, in the Russian Federation, the tradition of engineering pedagogy (EP) has more than 20 years and shows an extensive network of universities actively participating in International Society of Engineering Pedagogy – (IGIP) (International Society of Engineering Pedagogy)
This research project was aimed at showing the pedagogical and didactic needs and new possibilities for raising qualification of the academic staff who teach in engineering schools of a big Chilean educational institution like INACAP, which works at university and vocational school level
Based on the knowledge and experiences in the field of engineering pedagogy of the TU Dresden and the University of Talca, various aspects and differences between generic training programs for university teachers and training programs focused on engineering pedagogy were presented
Summary
The main goal of this paper is to present the results of a survey about teaching needs in engineering pedagogy in a Chilean university. The main goal of the project was the development and testing of training modules for students and teaching qualifications of teaching staff in academic Engineering Education based on employment requirements of German and Chilean companies. The main goal of the research was to identify the opinion of the academic staff of an engineering faculty on the training course
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