Changing teachers’ self-efficacy, beliefs and practices through STEAM teacher professional development ( Cambios en la autoeficacia, creencias y prácticas docentes en la formación STEAM de profesorado )
Bibliographic Data
| ID | 21479641 |
|---|---|
| Authors | Marta Romero Ariza (0000-0002-2930-4089, Universidad de Jaén, corresponding author), Antonio Quesada (0000-0001-8233-7384, Universidad de Jaén), Ana María Abril Gallego (0000-0002-9160-711X, Universidad de Jaén), Cristina Cobo (0000-0002-8850-7636, Universidad de Jaén) |
| Year | 2021 |
| Volume | 44 |
| Issue | 4 |
| Pages | 942-969 |
| Publication date | 2021-10-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for the Study of Education and Development Infancia y Aprendizaje (JOURNAL) |
| Journal identifiers | ISSN: 0210-3702 • E-ISSN: 1578-4126 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1080/02103702.2021.1926164 |
| OpenAlex | W3181437491 |
| Language | ES |
| Citations received | 11 |
| References cited | 20 |
This article presents a STEAM education model based on the use of meaningful contexts for the integrated acquisition of key learning outcomes related to different subjects. The model combines inquiry and the use of socio-scientific issues to promote mathematics and science learning along with the development of critical thinking and the integration of cultural and fundamental values. The evaluation of an international teacher professional development programme using a pre/post-test research design shows the programme's impact on secondary school teachers' self-efficacy beliefs, and teaching practices related to the implemented pedagogical model. The qualitative analysis of the teachers' reflections shows that the most appreciated aspects of the programme are transferability to practice, the pedagogical resources offered, the benefits of the model on students' learning, the methodological transformation involved, as well as the opportunity to exchange ideas and practices with colleagues in a professional learning community. These results are of great interest since they reveal a powerful way to promote transformational teacher professional development in the STEAM environment
Mathematics education · Pedagogy · Professional development · Transferability · Transformational leadership · Computer Science · Digital literacy in education · Education and Teacher Training · Educational Innovations and Technology · Psychology · Social Psychology
Unveiling mechanisms of educational change
Preservice Primary Teachers’ Attitudes Towards STEM Education
Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching
Construction of a scale measuring primary teachers’ self-efficacy to teach STEAM
Conceptions and Attitudes of Pre-School and Primary School Teachers towards STEAM Education in Spain
Exploring the Impact of Integrated STEAM Education in Early Childhood and Primary Education Teachers
Validation of an Instrument to Measure Natural Science Teachers’ Self-Perception about Implementing STEAM Approach in Pedagogical Practices
Teacher Professional Development in Integrated STEAM Education
Examining the influencing factors of elementary and high school STEM teachers’ self-efficacy
Weaving STEAM with threads
Aprendizaje por rincones con enfoque Steam en educación infantil
What are we talking about when we talk about STEM education? A review of literature
Teachers’ perception of STEM integration and education
STEAM in practice and research
Spring cleaning for the “messy” construct of teachers’ beliefs
Integrated STEM Education
Goal structures and teachers' sense of efficacy
Beliefs about teaching
Collective Efficacy Beliefs
| Unique citing works | 11 |
|---|---|
| Citations per year | 3,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |