Teaching STEM Education through Dialogue and Transformative Learning: Global Significance and Local Interactions in Mexico and the UK, 1st Edition

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Sonst. Personen	Montgomery, Catherine (Hrsg.); Fernández-Cárdenas, Juan Manuel (Hrsg.)
Titel	Teaching STEM Education through Dialogue and Transformative Learning: Global Significance and Local Interactions in Mexico and the UK, 1st Edition
Quelle	(2019), (126 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3672-6356-0
Schlagwörter	Teaching Methods; STEM Education; Transformative Learning; Foreign Countries; Teacher Education; Faculty Development; Science Teachers; Inclusion; Praxis; Instructional Innovation; Blended Learning; Introductory Courses; Mathematics Education; Higher Education; Teacher Competencies; Informal Education; Mexico; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Pädagogische Transformation; Ausland; Lehrerausbildung; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Inklusion; Educational Innovation; Bildungsinnovation; Einführungskurs; Mathematische Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrkunst; Informelle Bildung; Nichtformale Bildung; Mexiko; Großbritannien
Abstract	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 as 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. Title in the book include: (1) Preface (Peter Gilroy); (2) 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); (3) The Social Construction of a Teacher Support Team: An Experience of University Lecturers' Professional Development in STEM (Elvia Castro-Félix and Harry Daniels); (4) Developing a Material-Dialogic Approach to Pedagogy to Guide Science Teacher Education (Lindsay Hetherington and Rupert Wegerif); (5) 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); (6) STEM Outreach Activities: An Approach to Teachers' Professional Development (Farzana Aslam, Arinola Adefila and Yamuna Bagiya); (7) The Role of Non-Formal Contexts in Teacher Education for STEM: The Case of Horno Science and Technology Interactive Centre (Claudia Fernández-Limón, Juan Manuel Fernández-Cárdenas and Alma Adrianna Gómez Galindo); (8) Public Dialogue with Science and Development for Teachers of STEM: Linking Public Dialogue with Pedagogic Praxis (Richard Watermeyer and Catherine Montgomery); (9) Innovating Science Teaching with a Transformative Learning Model (Sandra Gudiño Paredes); (10) A Hybrid and Flipped Version of an Introductory Mathematics Course for Higher Education (N. Patricia Salinas Martínez and Eliud Quintero Rodríguez); and (11) Developing Non-Formal Education Competences as a Complement of Formal Education for STEM Lecturers (Roy Alonso Terrazas-Marín). (ERIC).
Anmerkungen	Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01