This book focuses on reconceptualising the teaching of STEM education through dialogue and transformative learning, presenting examples of research from Mexico and the UK.
It centres on research which introduces critical pedagogies in the teaching of STEM, where in the past there has been an over-emphasis on content and a technicist perspective on Science. The research in this book considers critical and dialogic approaches to teacher education for STEM subjects and emphasises the crucial role that teachers play in improving life chances for marginalised young people and their communities. STEM education is not just a way of improving a country’s GDP, but if taught through dialogic and transformative pedagogies it can enable teachers to empower students to improve their own lives.
The collaboration between these two countries is timely and comes at a time when Mexico is developing and emerging as a key global economic nation. The work presented here engages in theoretical and empirical work that has application beyond the two countries. This book was originally published as a special issue of the Journal of Education for Teaching.
Introduction – Teaching STEM education through dialogue and transformative learning: global significance and local interactions in Mexico and the UK
Catherine Montgomery and Juan Manuel Fernández-Cárdenas (England and Mexico)
1. The social construction of a Teacher Support Team: an experience of university lecturers’ professional development in STEM
Elvia Castro-Félix and Harry Daniels (Mexico and England)
2. Developing a material-dialogic approach to pedagogy to guide science teacher education
Lindsay Hetherington and Rupert Wegerif (England)
3. Creating a dialogic environment for transformative science teaching practices: towards an inclusive education for science
Cristina G. Reynaga-Peña, Marisol Sandoval-Ríos, José Torres-Frías, Carolina López-Suero, Adrián Lozano Garza, Maribel Dessens Félix, Marcelino González Maitland and Jorge G. Ibanez (Mexico)
4. STEM outreach activities: an approach to teachers’ professional development
Farzana Aslam, Arinola Adefila and Yamuna Bagiya (England)
5. The role of non-formal contexts in teacher education for STEM: the case of horno3 science and technology interactive centre
Claudia Fernández-Limón, Juan Manuel Fernández-Cárdenas and Alma Adrianna Gómez Galindo (Mexico)
6. Public dialogue with science and development for teachers of STEM: linking public dialogue with pedagogic praxis
Richard Watermeyer and Catherine Montgomery (England)
7. Innovating science teaching with a transformative learning model
Sandra Gudiño Paredes (Mexico)
8. A hybrid and flipped version of an introductory mathematics course for higher education
N. Patricia Salinas Martínez and Eliud Quintero Rodríguez (Mexico)
9. Developing non-formal education competences as a complement of formal education for STEM lecturers
Roy Alonso Terrazas-Marín (Mexico)