Rebecca Swanson
Papers
1
Total Citations
2
H-Index
1
About
Rebecca Swanson’s research lies at the intersection of elementary education, engineering pedagogy, and teacher affect—exploring how educators’ emotional and attitudinal stances shape their ability to teach engineering in K-12 settings. Her work addresses a critical gap in STEM education: preparing a diverse, often under-supported group of in-service teachers to confidently integrate engineering into their classrooms. In her most-cited study, “I Understand Their Frustrations a Little Bit Better,” Swanson examines how an online professional development program influenced elementary teachers’ affective responses—such as empathy, frustration, and self-efficacy—when teaching engineering. She reveals that teachers’ emotional journeys are as important as their instructional strategies, offering nuanced insights for designing more responsive teacher training. Though her citation count is still growing, Swanson’s contributions are foundational for emerging research on teacher identity and emotion in engineering education. Her work has been recognized for its timely relevance as U.S. schools expand K-12 engineering standards, and she continues to advocate for teacher-centered, emotionally aware professional development that empowers educators to meet the challenges of a rapidly evolving STEM landscape.
Research Focus
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Top Papers
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