You Are Not Alone! Collaborative Professional Development of the Engineering Educator Gaze

Abstract

Developing holistic knowledge, skills, practices and values of engineering graduates for a supercomplex world has placed significant pressure on engineering educators, particularly those from under-resourced Global South contexts. A number of engineering educator capacity building initiatives in South Africa over the past two decades has led to the emergence of a community of practice, which is championing holistic engineering education initiatives. This paper analyses the professional development of a selected group of engineering academics who are active in scholarly informed education initiatives. Drawing on the reflective narratives in their teaching portfolios, Legitimation Code Theory is used to frame the development of a cultivated gaze, using the Sydney Model of Graduate Attributes dimensions of Self, Knowledge and World. The orientations to and relations between these dimensions enable a nuanced perspective on how engineering educators see themselves in their contexts. A key finding is the value of collaboration and community of practice. The paper hopes to contribute insights into how educators can be better supported to develop graduates with an ‘engineering for life’ ethos.