William Orlando Álvarez Araque, Hilda Lucia Jiménez Orozco, Marcos Daniel Rodríguez Pinzón
ABSTRACT
The implementation of STEAM education in the classroom poses challenges, and undoubtedly one of the most significant is related to the lack of preparation among educators. Some teachers do not have the necessary skills to carry out educational proposals involving interdisciplinary learning. In this regard, the purpose of this qualitative, descriptive, review-based study was to conduct a bibliographic analysis of STEAM teacher training. Unlike previous reviews, the results identify three emerging trends: the need for ongoing teacher training to synchronously integrate disciplinary, pedagogical, and technological knowledge; the need to strengthen skills for working in the classroom in interdisciplinary collaborations and to be able to integrate active methodologies specific to the digital context. The results presented allow us to conclude that concrete guidelines should be formulated so that those responsible for educational policies and teacher training centers can design more focused strategies to achieve a contextualized and sustainable implementation of STEAM teaching in school practice.
