Inquiry Method and Reflective Practice In Teaching Engineering Field

• Main Author: Hussin, Hanipah
• Format: Conference or Workshop Item
• Language: English
• Published: 2007
• Subjects: LB2300 Higher Education
• Online Access: http://eprints.utem.edu.my/id/eprint/20197/1/Inquiry%20Method%20And%20Reflective%20Practice%20In%20Teaching%20Engineering%20Field.pdf; http://eprints.utem.edu.my/id/eprint/20197/; http://libraryopac.utem.edu.my/webopac20/Record/0000060540

This paper reflects a research done on a cohort of engineering lecturers (20 new lecturers in mechanical engineering) with the aims of emergent the effectiveness of inquiry method and reflective practice in engineering field. Part one pealed the participatory action research design methodology and the reflective model used. It explored the notion of reflective practice and participatory action research and it impact to the innovative and creative teaching and strategies in respective engineering faculty. Part two discussed how the data was gathered. Part three illustrates how content analysis procedure used for data analysis to improve teaching knowledge base. Research finding, is in part four, it explained the introductory and advanced coaching during the cycle of participatory action research. The challenges faced by the practitioner of participatory action research were discussed on depth. All reflective journals of the 20 lecturers were analyzed and eight teaching knowledge bases were identified through content analysis. The fifth part, explained the reflected by lecturers was self-knowledge as lecturer, knowledge of learners and knowledge of context of industries. The role of peers, university supervisors in creating collaborative emergent the effectiveness of educational practice is discussed widely. Part six concluded that this study affirmed that participatory action research and reflective practice could be applied in engineering faculty as an appropriate means to enhance professional development among engineering lecturers.