Innovation in Preservice Teacher Education

Abstract

This work presents the institutional policies and context of a teacher training institution which led to innovation in preservice teacher (PST) education. A drone-based learning activity was implemented to PSTs about the sustainability of transport infrastructure as an example of that innovation context. PSTs implemented cycles of engineering design to identify the best package to transport objects using a drone. Data collection instruments were students' work, field notes from class observations, audio and video records of the classes, questionnaires, and interviews. The PSTs engineering design performance was analyzed using the engineer notebook rubric. Their engineering education conceptions were analyzed using the framework for quality K-12 engineering education. Results show that drone-based learning proved to be a relevant approach for PSTs experiencing engineering design and construct adequate conceptions about engineering education. Furthermore, the institutional policies contributed to the experimentation of innovative technologies for educational purposes.