This paper proposes to develop the competence for teaching engineering design in school by engaging prospective teachers in the practice of reverse engineering (RE) and making. Our study was conducted in the framework of the course 'Selected problems in teaching mechanics technology' as part of the technology teacher education program at ∗∗∗∗∗. The lectures presented the foundations of the engineering design education. In the practical sessions, the prospective teachers performed RE and making activities and developed instructional units based on this experience. Our educational study aimed to evaluate the impact of the integration of RE and making activities to the development of the competence for teaching engineering design. The data were collected through in-class observations and evaluation of the instructional models and units, as well as by pre- and post-workshop questionnaires, and course reflections. As found, all the prospective teachers successfully produced models and developed instructional units. The prospective teachers evaluated the proposed approach as effective and suitable for teaching engineering design in school. They noted that RE helped to direct learning and organize the knowledge while making enhanced technical skills and helped to create original and interesting instructional models. © 2020 IEEE.
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