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  4. Does gender-sensitive teacher training have a place in Engineering Education? Assessing pedagogical training as a step towards gender-inclusive curricula
 
conference paper

Does gender-sensitive teacher training have a place in Engineering Education? Assessing pedagogical training as a step towards gender-inclusive curricula

Le Duc, Ingrid  
•
Tormey, Roland  
•
Hardebolle, Cécile  
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Clark, Robin
•
Munkebo Hussmann, Peter
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September 17, 2018
Proceedings of the 46 th SEFI Annual Conference 2018: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence
46th SEFI Conference

Teaching advisors work to sensitize teachers to use inclusive teaching pedagogy because it facilitates learning to all students and makes teachers aware of how the gender composition of a class and its management can promote or hamper student learning and students’ decision to pursue a career in Engineering. Teachers’ implicit gender biases have negative but also positive effects on student learning. McLoughlin (2005) study on spotlighting displays the discomfort felt by women for pinpointed by Women in Engineering Programs (WEP). Differently, Tonso’s qualitative study (2006) shows that in Engineering studies, academic and seniority status negatively affect group dynamics but gender does not. Implicit gender biases in the materials used for teacher training (Zittleman & Sadker, 2002) reinforce the masculine culture of Engineering Education (Barnard, etals, 2012; Baxter-Magolda, 1992). These raise the question of whether Engineering teacher training promotes gender-sensitivity or reinforces gender biases. This paper shows the results of our analysis of gender-sensitivity in teacher training. Data collection methods included self-evaluations of workshop design and support materials from a text and image perspective, a qualitative analysis of workshop content and peer observations. Our results confirm that teacher advisors acknowledge and react to gender biases but disagree on which tools support a gender-sensitive approach to teacher education, both at the level of the pedagogical methods used and at the level of the content presented to the teachers.

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Type
conference paper
Author(s)
Le Duc, Ingrid  
Tormey, Roland  
Hardebolle, Cécile  
Isaac, Siara Ruth  
Fueger, Hélène
Editors
Clark, Robin
•
Munkebo Hussmann, Peter
•
Järvinen, Hannu-Matti
•
Murphy, Mike
•
Etchells Vigild, Martin
•
European Society for Engineering Education
Date Issued

2018-09-17

Publisher

European Society for Engineering Education

Publisher place

Brussels

Published in
Proceedings of the 46 th SEFI Annual Conference 2018: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence
ISBN of the book

978-2-87352-016-8

Start page

976

End page

983

Subjects

gender-sensitive pedagogy

•

teacher training

•

diversity

Editorial or Peer reviewed

REVIEWED

Written at

EPFL

EPFL units
AVP-E-CAPE  
Event nameEvent placeEvent date
46th SEFI Conference

Technical University, Copenhagen, Danemark

17-21 September 2018

RelationURL/DOI

IsSupplementedBy

https://www.sefi.be/wp-content/uploads/2018/10/SEFI-Proceedings-2-October-2018.pdf
Available on Infoscience
November 12, 2018
Use this identifier to reference this record
https://infoscience.epfl.ch/handle/20.500.14299/151328
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