Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program

Abstract

There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods evaluation of a year-long STEAM teacher training program, in which a STEM teacher and an arts teacher collaborated to design and implement integrated STEAM lessons at each of the nine participating schools (n = 17). The training program consisted of a 5-week summer professional development experience, followed by ongoing financial, material, and pedagogical support during the school year, made possible by the partnership of the schools, a university, and community organizations. Findings from surveys, focus groups, and written reflections suggest that, despite certain challenges, aspects of the training program supported teacher implementation of STEAM. Participation in the program impacted teachers’ collaboration, pedagogy, self-efficacy, and arts integration practices. The findings offer insight into the forms of support that teachers deem important in STEAM teacher training programs and the benefits of such a program for teachers’ professional development.

Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

“…Our results show that it seems necessary to add a fifth characteristic that should be fulfilled, so that mathematics education could be promoted through the gamification method, to those already indicated by Muñoz et al [24]: interdisciplinarity. Since teachers present a conceptual misunderstanding of gamification and STEAM Education, they report insecurity and lack of training for engaging in such educational methodologies [33][34][35][36][37]. They also may have an underpinning reluctance to designing and carrying out gamified activities within interdisciplinary approaches [36].…”

“…STEAM Education research also lacks an understanding of teachers' beliefs [36][37][38]. Kim and Bolger [36] remark that despite Korean teachers considering that STEAM educational programs can have a positive impact on elementary education, many are reluctant to take part in STEAM education.…”

“…Teachers may have different perceptions of interdisciplinary approaches, e.g., secondary teachers who exhibit a more negative view of the potential impact of STEM education on student achievement when compared to primary teachers [38]. Among the concerns, teachers report an increase in their workload, difficulty in coordinating with teachers from other knowledge areas [38], and a lack of support from peers and school administration [37].…”

Building Teacher Community During a Summer of Crisis: STEAM Professional Development in 2020

“…Seventeen of the 18 initial teachers completed the program and were paid a stipend of $2,500. Evaluation results, described in detail elsewhere (Boice et al, 2021), documented that the summer institute supported teacher implementation of STEAM, and positively impacted teachers' collaboration, pedagogy, self-efficacy, and arts integration practices.…”

Mapping K-12 Computer Science Teacher’s Interest, Self-Confidence, and Knowledge about the Use of Educational Robotics to Teach

“…Piedade [5], in a systematic literature review, analyzed 16 papers and underlined the relevance of the use of educational robotics to teach as well as the importance of the teacher's preparation to design and implement robotic learning activities. The importance of using educational robotics in STEAM activities for teaching and learning is evident in several studies, which suggest positive attitudes and interest from students and teachers [9], and positive impact on teacher collaboration, pedagogical approach, and self-efficacy [10].…”