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Teacher Competences for Active Learning in Engineering Education

Author

Listed:
  • Renato Martins Neves

    (Graduate Program in Civil Engineering (PPGEC), Federal University of Pará (UFPA), Belém 66075-110, Brazil)

  • Rui M. Lima

    (Algoritmi Center, Department of Production and Systems, School of Engineering, University of Minho, 4800-058 Guimarães, Portugal)

  • Diana Mesquita

    (Research Centre for Human Development (CEDH), Faculty of Education and Psychology, Portuguese Catholic University, 4169-005 Porto, Portugal)

Abstract

The implementation of active learning strategies in engineering education still encounters barriers when facing conventional teaching-learning practices. This work aims to contribute to the discussion on teachers’ pedagogical competences required for active learning. This contribution is developed from the perceptions of 205 engineering teachers of Brazilian higher education institutions, centered on significant teaching competences necessary for teachers of engineering courses and how to develop them in the active learning context. The results show that essential competences identified by the participants are (I) teamwork (teachers’ cooperation); (II) teacher–student relationships (empathy); (III) feedback about students’ performance throughout the learning process; (IV) information and communication technology (ICT) competences; (V) selecting and adapting the teaching-learning methodologies to the class context; and (VI) creativity. A complementary logistic regression model suggested that female Ph.D. full-time teachers are more likely to employ active learning. Differences in active learning adoption among Brazilian regions were also captured by the model. The identified competences are essential for the sustainability of the innovation of teaching practices in the context of active learning, which may be used to inform more effective professional training of engineering teachers in the current globalized scenario.

Suggested Citation

  • Renato Martins Neves & Rui M. Lima & Diana Mesquita, 2021. "Teacher Competences for Active Learning in Engineering Education," Sustainability, MDPI, vol. 13(16), pages 1-22, August.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:9231-:d:616031
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    References listed on IDEAS

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    1. José M. Coronado & Amparo Moyano & Vicente Romero & Rita Ruiz & Javier Rodríguez, 2021. "Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment," Sustainability, MDPI, vol. 13(4), pages 1-16, February.
    2. María-José Terrón-López & Paloma J. Velasco-Quintana & Silvia Lavado-Anguera & María del Carmen Espinosa-Elvira, 2020. "Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps," Sustainability, MDPI, vol. 12(12), pages 1-17, June.
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    Cited by:

    1. Carlos Ocampo-López & Fabio Castrillón-Hernández & Hader Alzate-Gil, 2022. "Implementation of Integrative Projects as a Contribution to the Major Design Experience in Chemical Engineering," Sustainability, MDPI, vol. 14(10), pages 1-11, May.
    2. Wendy Xiomara Chavarría-Garza & Ayax Santos-Guevara & José Rubén Morones-Ibarra & Osvaldo Aquines-Gutiérrez, 2022. "Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico," Sustainability, MDPI, vol. 14(8), pages 1-14, April.

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