Chapter 2: The 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 teachers, reinforced data gathered from classroom observations in various STEAM classes conducted across 33 Higher Education Institutions (HEIs) all over the country. Findings showed 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, better yet, reflect his/her pedagogical character. STEAM teachers acknowledge the absence of perfect teaching strategy to suggest that appropriateness of teaching approach must be given attention in planning the pedagogical processes. Hence, STEAM teachers are skilled in various teaching strategies and adept in switching across strategies whenever appropriate and necessary. Equally, STEAM teachers model learning by linking practice and teaching, and demonstrating critical and reflective thinking. The Pedagogical model of Philippine STEAM Education explicates that the synergy 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.