Efeitos de um programa prático de formação de professores em planejamento de atividades STEAM

• Autor(a) principal: Rodrigues-Silva, Jefferson
• Data de Publicação: 2022
• Outros Autores: Alsina, Ángel
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista Tempos e Espaços em Educação (Online)
• Texto Completo: https://periodicos.ufs.br/revtee/article/view/17993
• topic: Lesson planning; STEAM Education; Teacher professional development; Desarrollo professional docente; Educación STEAM; Planificación didactica; Desenvolvimento professional docente; Educação STEAM; Planejamento didático

We sought to analyse the effects of a practical teacher-training program on teachers’ abilities in planning STEAM activities. For that, a case study is presented in a mixed-method research approach. 14 Brazilian teachers took part in a course wherein they received mentoring, instruments, and feedback to develop STEAM plans. In this research, data were collected from two surveys, from previously validated open-ended questions, and from the STEAM plans as final products. Quantitative data was analysed through nonparametric statistical tests, and qualitative data underwent content analysis according to the Ground Theory commandments. As result, teachers reported a positive view of the STEAM impact and a high predisposition towards it. Although they considered merging STEAM areas challenging, especially Engineering and Technology, the training helped them surpass it. All plans had at least two areas, and half of them had all five STEAM areas. Around 70% of the teachers used an active learning teaching method which was new to them. There was a significant augment in teachers' self-efficacy in planning STEAM activities.