RT Journal Article
T1 The Engineer as a Teacher: Professional Teaching Identity of Engineers in Spain.
A1 Carrasco-Aguilar, Claudia
A1 Ortiz-Mallegas, Sebastián
A1 Martín-Civantos, Mariano
A1 Luzón Trujillo, Antonio
K1 Profesores de ingeniería - Formación profesional
K1 Enseñanza superior
AB The professional teaching identity of engineers who teach has been scarcely studied. This study employed a narrative approach to analyze the teaching identity of 17 engineers across three groups: those who train future engineers, those who prepare future science, technology, engineering, and mathematics (STEM) teachers, and those who are training to become STEM educators. Three dimensions of teaching identity were examined: personal, professional, and situational. Findings indicate that university professors construct their identity based on their personal trajectories, whereas future STEM educators emphasize their individual characteristics as key to their performance. Additionally, engineers who teach recognize the need for specific pedagogical training, yet they often rely on peer learning due to limited institutional support. Moreover, among those training to become teachers, professional experience in engineering is valued more highly than teaching practice. These results highlight the significance of context, career trajectory, and institutional support in shaping the teaching identity of engineers.
PB International Federation of Engineering Education Societies
YR 2025
FD 2025
LK https://hdl.handle.net/10630/40250
UL https://hdl.handle.net/10630/40250
LA eng
NO Carrasco-Aguilar, C., Ortiz-Mallegas, S., Martín-Civantos, M., & Luzón Trujillo, A. (2025). The Engineer as a Teacher: Professional Teaching Identity of Engineers in Spain. International Journal of Engineering Pedagogy (iJEP), 15(4), pp. 110–126. https://doi.org/10.3991/ijep.v15i4.50987
NO National Agency for Research and Development (ANID) Beca Chile Postdoctoral Fellowship Abroad 2022-74220039
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 10 feb 2026