STEAM Workshop Course for Teachers: A Formative Assessment
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Abstract
Purpose: To evaluate the STEAM workshop course for teachers, taught online, as a teacher professional development program for secondary school teachers, which consisted of training teachers in the design of an educational project based on the STEAM approach.
Methodological design: Six learning modules and two semi-structured instruments were implemented; the first assesses the modules and the second compiles the knowledge obtained in the course and applied to their teaching practice. Responses were classified according to an adaptation of Kirkpatrick's training evaluation model.
Results: Results show a high degree of satisfaction from the participants in the course and commitment to put their learning into their praxis. Teachers stated that after the course, they incorporated the active methodologies of the STEAM model as well as strategies for the development of skills for the 21st century and information technologies into their didactic planning.
Research limitations: The results of this research are limited by the circumstance in which the course was taught, remotely, due to the conditions of the health emergency since it was originally intended to be taught on site.
Findings: An important finding is to have identified, from participating teachers, expressions of confidence in their learning acquisition and commitment to put it into practice in their classrooms. Additionally, there is a need of examples and practices of curricular content applied to the classroom of the STEAM educational approach for teachers.
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