The Role of Non-Formal Contexts in Teacher Education for STEM: The Case of Horno[superscript 3] Science and Technology Interactive Centre

Autor/inn/en	Fernández-Limón, Claudia; Fernández-Cárdenas, Juan Manuel; Gómez Galindo, Alma Adrianna
Titel	The Role of Non-Formal Contexts in Teacher Education for STEM: The Case of Horno[superscript 3] Science and Technology Interactive Centre
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 44 (2018) 1, S.71-89 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernández-Limón, Claudia) ORCID (Fernández-Cárdenas, Juan Manuel) ORCID (Gómez Galindo, Alma Adrianna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2018.1422623
Schlagwörter	Faculty Development; Nonformal Education; Elementary School Teachers; Professional Continuing Education; STEM Education; Workshops; Experiential Learning; Teacher Competencies; Ethnography; Video Technology; Questionnaires; Participation; Teacher Collaboration; Foreign Countries; Hands on Science; Museums; Case Studies; Mexico + Suchen Sie Ihr Suchwort? Non-formal education; Non formal education; Nichtformale Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Berufsfeldbezogener Unterricht; Weiterbildung; STEM; Lernwerkstatt; Schulung; Experiental learning; Erfahrungsorientiertes Lernen; Lehrkunst; Ethnografie; Fragebogen; Teilnahme; Lehrerkooperation; Ausland; Museum; Museumswesen; Museen; Case study; Fallstudie; Case Study; Mexiko
Abstract	Teacher education can benefit directly from experiences in non-formal settings. This article presents a research study with elementary teachers who were teaching in public schools in the state of Nuevo León, México, and participated in a STEM Continuous Professional Development (CPD) workshop. The workshop provided a platform for teachers to interact with scientists and disseminators of science, allowing the appropriation of scientific knowledge applied to everyday activities and settings. Participants improved the quality of their teaching practices in classrooms and gained a new understanding of STEM subjects, enabling them to promote inspiring learning experiences with their students, where dialogue, experimentation and elucidation became an important part of their lessons. The study was carried out using ethnographic tools for analysing recorded videos, 15 sets of field notes, and 49 questionnaires. The sequential analysis of talk and gestures in their participation in the CPD workshop demonstrated high levels of involvement, creativity, and collaborative solution of STEM problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01