Pre-service teachers’ engagement in education as sustainability: Integrating Dilemma-STEAM teaching model in chemistry learning

Abstract

The paper explores the innovative approach for pre-service teachers’ engagement in education as sustainability through Dilemma-STEAM teaching model as the integration of dilemma stories and Science, Technology, Engineering, Arts, and Mathematics (STEAM) project. Pre-service teachers employed the teaching approach through provide dilemmas stories as case studies then followed with STEAM project as problem solutions. The teaching model which consists of five stages of learning which are reflections, exploration, elaboration, integration, transformation. The qualitative research was employed in five students’ teachers in chemistry classrooms. They employed in year 10 and 11 in.five secondary schools. The research employed multiple methods of semi-structured interviews, reflective journals, and classroom observations. The data was analysed through theme found in qualitative data. The study explores pre-service teachers’ dilemmas in employing education as sustainability, transformative teaching values of constructivism as referent and dialectical thinking. It is challenging experiences for pre-service teachers in creating challenging learning experiences, however it has empowered their agency and shift their paradigms regarding the teaching and learning. They found it is challenging learning experiences for contextualizing chemistry learning within multidiscipline approach. Dilemma stories have raised complex problems that trigger an emotional response whereby teachers can educate students to think critically, cooperate, accept, or negotiate ideas, and solve problems. In addition, it is challenging to stimulate students’ active participations, even though they used stories that relevant to their daily within dilemmas situation which is considered as unpleasant situations for students. The approach has provided students’ opportunity in developing their thinking skills, reflecting their values, and transforming their chemistry learning experiences. Finally, this innovative approach can help students’ teachers in developing their teaching praxis and understanding challenging transitions in teacher education and classroom practices.