Inclusive Science Teaching: Designing a Workshop for University Teachers

Abstract

This paper details the process of designing a professional development workshop on inclusive science teaching for university teachers. To deepen participants’ understanding of inclusion in science teaching and to promote reflection and action, we developed a two-session workshop that was context-specific, used conceptual vocabulary purposefully, and encouraged teachers to take action in their own context. We share the practical and theoretical considerations of designing a workshop that was rooted in our specific context, our varied pedagogical approach, and reflections on design and pedagogy. We hope that these examples and principles will be of use for designers seeking to work on justice and belonging in other contexts.