Identity grafting: Teachers and engineering professionals collaborating to prepare students for the "real world"

Research output: Contribution to conferencePapers

Abstract

Engineering professionals are mentoring students to develop the capabilities to solve real workplace problems, but it remains uncertain that professional synergies are developing from corporate-school partnerships. This concept paper builds on a pilot study to explore how teachers can become effective arbiters of corporate-school partnerships that enhance student-centered pedagogy. The investigation takes place in Hong Kong, where survey and observation data provide insights into how culture mediates collaboration among engineers, students, and teachers to foster or impede student-centered pedagogy. This paper calls for reframing in the theorization and design of corporate-school partnerships in Chinese hierarchical contexts to improve the capacity for student-centered pedagogy. Copyright © 2020 AERA.
Original languageEnglish
Publication statusPublished - Apr 2020

Citation

Lee, D. H. L. (2020, April). Identity grafting: Teachers and engineering professionals collaborating to prepare students for the "real world". Paper presented at The American Educational Research Association Annual Meeting (AERA 2020): Paper session of improving students' learning, achievement, critical thinking and participation in the real world, San Francisco, USA.

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