Pedagogical Model

A model of Philippine STEAM education was developed following a three-tier qualitative data analysis of interview transcripts and observation notes. In-depth interviews with school administrators and classroom observations in various STEAM classes were conducted across 33 Higher Education Institutions (HEIs) all over the country. Results revealed that the STEAM Pedagogical Model in Philippine HEIs demonstrates an interdependence between Institutional Pedagogical Culture and STEAM Pedagogical Processes. The pedagogical culture of an HEI pertains to its framework and mechanism for planning, disseminating, and evaluating the pedagogical processes and the extent by which research and teaching nexus is advanced in all these processes. The pedagogical culture of an HEI drives its STEAM pedagogical processes, specifically the teaching practices, and shapes the pedagogical character of its teachers. A teacher's epistemological beliefs and teaching practices comprise his pedagogical character. STEAM teachers acknowledge that there is no perfect teaching strategy. This suggests that appropriateness of teaching approach must be given attention in planning the pedagogical processes. Hence STEAM teachers are skilled in various teaching strategies and are adept in switching across strategies whenever appropriate and necessary. STEAM teachers likewise model learning by linking practice and teaching and demonstrating critical and reflective thinking. The Pedagogical model of Philippine STEAM Education explicates that the nexus between an institution's pedagogical culture and its pedagogical processes is gauged by the quality of its learners and teachers. Specifically, Philippine STEAM education aims at nurturing critical thinkers, productive citizens, and competent STEAM professionals.