Supporting pre-service teachers to design inspirational teaching and learning experiences in STEM
The Pedagogy On Demand (POD) project is an innovative approach to supporting pre-service teachers to assume the important role of teachers as designers. In this role, teachers select, adapt and sequence resources to interest and engage pupils while meeting the mandatory requirements of the curriculum. Using a virtual classroom concept, PODs provides vicarious experiences of teaching, social learning opportunities, and access to credible online resources. It also works to bridge the disconnect between theory-based university studies and the practice of teachers (Watters & Diezmann, 2016).
The use of PODs in pre-service teacher education by university lecturers provides opportunities for pre-service teachers to examine teaching practices that:
- Draw on pupil interest and engage them in learning STEM
- Address the mandated curriculum,
- Capitalise on technology, and
- Highlight the role of ‘teachers as designers’.
In doing so, it addresses the former Australian Chief Scientist, Professor Ian Chubb’s, call for:
- “Inspirational STEM teaching “
- “Raise(ing) student interest” and
- “A re-think on how we prepare our teachers”.
There are three components to the PODs approach: Resource pods, podchat and Pedagogy on Demand (POD). A description of each component follows.
- A set of web-accessible resources relevant to the Australian context – e.g., lessons, activities, animations, videos, simulations, news stories
- Videos of contemporary teaching (integrating technology) aligned to the National curriculum
- Associated artifacts— lesson plans, classroom resources, students’ work samples
- Pedagogical commentaries by the classroom teacher or teacher educators
- Discipline commentaries by subject matter experts.
- A platform for professional dialogue about teaching and learning prompted by POD components.
PEDAGOGY ON DEMAND (POD)
- Access to the resource pods and archived podchats beyond formal use in a teacher education program
- ‘Just in time’ learning – assessment, practicum
- Mobile devices
- Individual or social situations
- Informal – after formal courseworks/science content with pedagogy values and principles
- Developing the professional identity of STEM teachers.
PODs create a third space bridging university coursework and professional practice.
By incorporating multimedia vignettes of diverse teaching practices,
it provides the opportunity for rich and productive discussions connecting theory and practice.
Sign in using [email protected], password: guest.
The POD strategy capitalises on research that highlights the importance of contextualised learning, multimedia and visual learning, and engagement theory in fostering deep learning. Evaluation conducted in authentic pre-service teacher education workshops has highlighted the value of resource pods and podchats in connecting practical teaching knowledge and academic teaching knowledge. Pedagogy on Demand is an informal avenue for pre-service students to revisit the resource pods and to access archived podchats.
Diezmann, C. M., & Watters, J.J. (2016, October). Using resource pods to re-envision pre-service teacher education in mathematics and science. Paper presented at the 4th International STEM in Education Conference, Beijing Normal University, Beijing, China.
Watters, J.J., & Diezmann, C. M. (2016, October). A multimedia third space to enhance pre-service teacher evaluation. Paper presented at the 4th International STEM in Education Conference, Beijing Normal University, Beijing, China.
Watters, J. J., & Diezmann, C. M. (2016, August). Pedagogy on Demand: A multimedia resource to support preservice teachers understanding of classroom teaching. Paper presented at the ECER conference Dublin Ireland 23rd August – 26th August University College.