The STEAM methodology in secondary education has emerged as a necessary response to the demands of the 21st century, facing important challenges especially in the adequate preparation of teachers. The problem lies in identifying a clear conceptual framework that defines the technical and pedagogical competencies necessary for teacher training for the effective implementation of STEAM. This study is justified by the need to improve teacher training in these skills, with the aim of ensuring success in the adoption of the STEAM methodology.
The methodology used in this research is a systematic review of the literature to rigorously collect, evaluate and synthesize the evidence available in previous studies on this topic.
Regarding the results of the review, they indicate a direct relationship between success in the implementation of the style and the mastery of specific competencies by teachers. These competencies include advanced skills in technology, interactive teaching methods, and the ability to integrate creatively multiple disciplines within the curriculum.
It is concluded that teacher training programs should focus on developing these key competencies to improve educational effectiveness in the context of STEAM. By doing so, the benefits of this methodology will increase, promoting a more comprehensive education according to current needs.
Alsina, M., Mallol, C., & Alsina, A. (2020). Currículum competencial y educación artística en secundaria. Resultados de una experiencia de cocreación basada en el ABP. ArtsEduca, 26, 104-117. https://doi.org/10.6035/artseduca.2020.26.9
Booth, A., Sutton, A., & Papaioannou, D. (2016). Systematic approaches to a successful literature review (2nd ed.). Sage.
Centurion Larrea, A. J. (2021). Competencias digitales docentes en época de emergencia sanitaria: necesidades y oportunidades para estudiantes de educación secundaria en Lambayeque. Revista Peruana de Investigación Educativa, 13(14), 108-131. https://doi.org/10.34236/rpie.v13i14.296
Cordero-Jaime, M. (2022). Práctica pedagógica y concepciones de profesores de matemáticas. Eco Matemático, 13(1), 93-101. https://doi.org/10.22463/17948231.3891
Ganira, L. (2022). Adopting Steam Development Strategies in Early Years Education in Nairobi City County, Kenya: Implication For 21st Century Skills. International Journal on Research in STEM Education, 4(2),135-150. https://doi.org/10.31098/ijrse.v4i2.1174
González, M. Á. C., Rodríguez-Sedano, F. J., Llamas, C. F., Gonçalves, J., Lima, J., & García-Peñalvo, F. (2020). Fostering STEAM through challenge-based learning, robotics, and physical devices: A systematic mapping literature review. Computer Applications in Engineering Education, 29, 46-65. https://doi.org/10.1002/cae.22354
Harris Bonet, P., Romero Romero , G., Harris Bonet, M. A., & Llanos Díaz, R. . (2022). Análisis de las tendencias educativas con relación al desarrollo de las competencias digitales. RiiTE Revista interuniversitaria de investigación en Tecnología Educativa, (12), 158–174. https://doi.org/10.6018/riite.520771
Herro, D., Quigley, C. F., & Cian, H. (2018). The challenges of STEAM instruction: Lessons from the field. Action in Teacher Education, 41(2), 172-190. https://doi.org/10.1080/01626620.2018.1551159
Jung, Y., & Hong, H. (2020). A theoretical need for applying flipped learning to STEAM education. Journal of Problem-Based Learning, 7(2), 42-49. https://doi.org/10.24313/jpbl.2020.00213
Li, J., Luo, H., Zhao, L., Zhu, M., Ma, L., & Liao, X. (2022). Promoting STEAM Education in Primary School through Cooperative Teaching: A Design-Based Research Study. Sustainability, 14(16), 10333. https://doi.org/10.3390/su141610333
López Belmonte, J., Pozo Sánchez, S., Ávila Rodríguez, M., & Montero Cáceres, C. (2020). Proyección pedagógica de la competencia digital docente. El caso de una cooperativa de enseñanza. IJERI: International Journal of Educational Research and Innovation, (14), 167-179. https://doi.org/10.46661/ijeri.3844
Marín-Marín, J. A., Moreno-Guerrero, A. J., Dúo-Terrón, P., & López-Belmonte, J. (2021). STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, 8(41). https://doi.org/10.1186/s40594-021-00296-x
Petticrew, M., & Roberts, H. (2019). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons. https://r.issu.edu.do/8X7
Pressick-Kilborn, K., Silk, M., & Martin, J. (2021). STEM and STEAM Education in Australian K–12 Schooling. Oxford Research Encyclopedia of Education.
https://doi.org/10.1093/acrefore/9780190264093.013.1684
Stârciogranu Țifrea, D. (2023). Theoretical foundations regarding steam education at preschool age. Journal Plus Education, XXXIV(2), 281-289. https://doi.org/10.24250/jpe/2/2023/dfst/
