Akademik Veri Yönetim Sistemi
The 15th International Congress non Mathematics Education, Sydney, Avustralya, 7 - 14 Temmuz 2024, ss.1-5, (Tam Metin Bildiri)
In response to recent curricular initiatives, research suggests that professional development programs are crucial for enhancing teacher competencies in STE(A)M education. STEAM professional development programs have usually been designed from a theoretical perspective but rarely refined to incorporate the needs of mathematics teachers. Consequently, this study attempted to refine a STEAM professional development program, conducted in Spain between 2015 and 2022, through an iterative process of conceptualization and testing, where the demands of secondary education teachers were addressed. Data were gathered from questionnaires and interviews of 11 trainers and 12 mathematics teachers. Two main refinements were undertaken during the eight years. The results revealed that the initial program organized around three dimensions (Active learning, Content focus and Collaboration features) was amended by adding others like Use of models and modeling, Coaching and expert support, Feedback and reflection, and Sustained duration. We also observed room for further refinement in guiding teachers in the evaluation process.