Improving my teaching experience with students in engineering graphics and design: an action inquiry

English: The purpose of my study was to identify and rate the most effective teaching methods with the help of my students in Engineering Graphics and Design (EGD) which would lead them to a level of higher cognitive thinking. Whilst the students obtained a deeper approach to learning I improved on my own teaching and teaching experiences. To do this, I had to keep the following objectives in mind: to ensure deep learning among my students, to identify teaching methods which could lead to a deep approach of learning, and to rate these teaching methods. I followed a qualitative research methodology in order to improve my teaching in EGD by means of action research. This could be described as a transformative paradigm, in which I could improve my teaching as well as the cognitive thinking levels of the students. The study may serve as a guide for future implementation not only in EGD but in all educational subjects. A thorough literature study was done on EGD, teaching methods and the different approaches to learning. I collected data through interviews with lecturers and students, I kept a reflection journal throughout the study and my students reflected on my teaching as well as on the different teaching methods used. After the data collection I analysed the data by sorting and categorising the data in order to identify certain criteria from which I shall draw my conclusions. Based on the data, my final conclusion is that different teaching methods can be used to improve teaching and to encourage a deeper approach to learning among students. The trustworthiness of my conclusions was maintained by the following criteria: credibility, transferability, dependability and confirmability. The following stakeholders gained educational advantages from of my study: I, as the researcher, improved on my teaching; the students improved their grades whilst engaging in higher cognitive activities; and other lecturers and teachers who are positioned in the education field gained a guideline to improve their teaching. This study is the story of how I reached the stage in my professional development where I can truly say that I have generated my own transformation of educational practice.