From Theory to Practice: How STEAM Professional Development Shapes Teacher Beliefs and Perceptions About Design Thinking Activities

Interest in STEAM (Science, Technology, Engineering, Arts, and Mathematics) education and design thinking has risen as a way to equip students with 21st century skills, needed to solve complex real-world problems. However, integrating STEAM based design thinking challenges in the classroom poses challenges for educators, particularly in areas such as interdisciplinary collaboration, management of workload, and grasping the dynamics of STEAM integration through design thinking. This paper presents the results of an intervention of a teacher training on design thinking in STEAM education. The professional development training involved the researchers collaboration with four teachers of grade 5, from a school for underprivileged children, who designed and implemented integrated STEAM lessons and inquiry based design challenges. The duration of the training was 52 hrs, spread over 12 weeks, focused on developing and implementing three design challenges. Throughout the intervention period, from provision of materials to supervision of teaching, the entire experience was monitored and supported by the researcher in the role of a trainer and mentor. Data was collected through detailed classroom observations preceded by focus group interviews. Thematic analysis revealed changes in teacher self-efficacy, increased confidence, increased collaboration, and appreciation in the ability to connect curriculum with real-world problems. The training effectively supported teachers in implementing STEAM lessons and design thinking activities in their classrooms.