This book focuses on reconceptualising the teaching of STEM education through dialogue and transformative learning, presenting examples of research from Mexico and the UK. This book was originally published as a special issue of the Journal of Education for Teaching.

Preface Introduction - Teaching STEM education through dialogue and transformative learning: global significance and local interactions in Mexico and the UK 1. The social construction of a Teacher Support Team: an experience of university lecturers' professional development in STEM 2. Developing a material-dialogic approach to pedagogy to guide science teacher education 3. Creating a dialogic environment for transformative science teaching practices: towards an inclusive education for science 4. STEM outreach activities: an approach to teachers' professional development 5. The role of non-formal contexts in teacher education for STEM: the case of horno3 science and technology interactive centre 6. Public dialogue with science and development for teachers of STEM: linking public dialogue with pedagogic praxis 7. Innovating science teaching with a transformative learning model 8. A hybrid and flipped version of an introductory mathematics course for higher education 9. Developing non-formal education competences as a complement of formal education for STEM lecturers