Crippen, K. J., & Evans, G. N., & Simmons, C. (2021, July), The Laboratory Practice of K-5 Teachers in an Engineering RET: Triangulating Perceptions and Experience  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37875

\bibitem{asee_peer_37875}
  Crippen, K. J., \& Evans, G. N., \& Simmons, C. (2021, July), \emph{The Laboratory Practice of K-5 Teachers in an Engineering RET: Triangulating Perceptions and Experience}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37875

Kent J. Crippen, Gayle Nelson Evans, and Chelsey Simmons.  "The Laboratory Practice of K-5 Teachers in an Engineering RET: Triangulating Perceptions and Experience".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37875 Internet.  16 May, 2024

\bibitem{asee_peer_37875}
  Kent J. Crippen, Gayle Nelson Evans, and Chelsey Simmons.
  "The Laboratory Practice of K-5 Teachers in an Engineering RET: Triangulating Perceptions and Experience".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37875 Internet.  16 May, 2024

@INPROCEEDINGS{asee_peer_37875
author = "Kent J. Crippen, Gayle Nelson Evans, and Chelsey Simmons"
title = "The Laboratory Practice of K-5 Teachers in an Engineering RET: Triangulating Perceptions and Experience"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37875}
number = {10.18260/1-2--37875}
}

TY  - CPAPER
AB  - This study advances our team’s overall design and development goal of creating a valid and reliable observation protocol for science and engineering practices (SEPs) experienced by teachers working in research laboratories under the auspices of Research Experience for Teachers (RET). This protocol offers the potential for addressing a wide range of persistent questions related to the experience of RET participants by looking inside the blackbox of apprenticed professional research practice. Framed by cognitive apprenticeship and situated in an engineering RET for K-5 teachers, we independently document the SEPs that were consistently experienced across laboratory contexts and thus define a generalized teacher experience. Further, we identify key associations among the teacher's perception of their work, an independent observation of that activity and the perceptions reported by their graduate student mentors. Findings indicate that teacher participants’ perceptions of involvement and not actual experience was a more important predictor of confidence in practice. Perhaps most striking was the negative relationship between teacher confidence when working with mentors (r = -.242), which is similarly described by the mentors for working with teachers (r = -.356). This implies a strong need for further work and support for helping these unique individuals to understand each other’s goals and perspectives and for finding a way to work together that generates mutual feelings of confidence and satisfaction.
AU  - Kent J. Crippen
AU  - Gayle Nelson Evans
AU  - Chelsey Simmons
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - The Laboratory Practice of K-5 Teachers in an Engineering RET: Triangulating Perceptions and Experience
UR  - https://peer.asee.org/37875
DO  - 10.18260/1-2--37875
ER  -