STEAMTEACH Austria: Towards a STEAM Professional Development Program

Autor/inn/en	Houghton, Tony; Lavicza, Zsolt; Rahmadi, Imam Fitri; Diego-Mantecón, Jose-Manuel; Fenyvesi, Kristof; Weinhandl, Robert; Ortiz-Laso, Zaira
Titel	STEAMTEACH Austria: Towards a STEAM Professional Development Program
Quelle	In: International Journal of Research in Education and Science, 8 (2022) 3, S.502-512 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Houghton, Tony) ORCID (Lavicza, Zsolt) ORCID (Rahmadi, Imam Fitri) ORCID (Diego-Mantecón, Jose-Manuel) ORCID (Fenyvesi, Kristof) ORCID (Weinhandl, Robert) ORCID (Ortiz-Laso, Zaira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	STEM Education; Art Education; Faculty Development; Foreign Countries; International Programs; Secondary School Teachers; Cooperative Learning; Electronic Learning; Austria + Suchen Sie Ihr Suchwort? STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; Kooperatives Lernen; Österreich
Abstract	The STEAMTEACH (STEAM Education for Teaching Professionalism) project works with teacher trainers to develop a program of Transcultural STEAM Professional Development for in- and pre-service teachers. Following a literature review, a semi-structured questionnaire then interviews approach was used to elicit current practice, challenges for teachers and recommendations from Austrian teacher trainers. These recommendations were then compared with and supported by STEAM academic literature. It was found that none of the institutions offered a STEAM approach and it does not appear in the curriculum. Indeed, this fact is the primary challenge to overcome. Recommendations were that teachers should work in multidisciplinary, supportive, collaborative groups and networks. Problem and project-based learning were identified as key learning methodologies. A mix of physical and on-line working synchronously and asynchronously was recommended for online professional development because teachers can participate irrespective of time and place. Educational technology can support collaboration, and also 'plug and play' technologies including game-based learning can be inserted into an overall STEAM approach. The affective factor was judged essential for students and teachers. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01