A Cogenerative Dialogues among Pre-service STEM Teachers on Nurturing a Culturally Responsive Learning Environment for Effective STEM Classrooms and Reflexive Practices on Thai Sociocultural Issues Classroom
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In this study, we investigated five pre-service STEM teachers’ cogenerative dialogues during the STEM teaching method course. A cogen was conducted to understand the challenges faced by participants when they are learning how to teach STEM in K-12 schools. During the course, we intend to introduce cogen as a pedagogical tool to pre-service STEM teachers for cultivating a democratic, equitable, and student-centered classroom. We adopted a hermeneutic phenomenological approach to describe and interpret participants’ lived experiences as a learner and later a teacher of science. Hermeneutic phenomenology is an event-oriented, personal, and contextualized form of inquiry that aims to illuminate social reality through understanding the subjective life worlds of individuals (Patton 2017). We audiotaped and transcribed our interviews and cogen with participants. Data analysis through qualitative content analysis. Several themes emerged from the vignettes, including traditional teacher identity in Thailand, students’ fear of expressing themselves, and STEM education as an opportunity for cultural change. We can see that certain aspects of the Thai sociocultural context create some challenges for STEM teaching and learning: In the Thai sociocultural context, the role of the teacher is often dominant in the classroom setting. This culture's effect on teaching and learning STEM. It shows this teaching style is not common in Thailand, which means that many students have never had the opportunity to meet a good STEM teaching role model. From the findings, it is vital for STEM teachers in Thailand to shift their teaching style to a student-centered approach.
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