Promoviendo el desarrollo profesional docente en STEAM: diseño y validación de un programa de formación

The 2030 Agenda for Sustainable Development states that education is vital to move towards a just and sustainable society, positioning STEAM Education (Science, Technology, Engineering, Arts, Mathematics) as a means to achieve these goals. Based on this approach, the aim of this study is to design and validate a training program for Chilean early-childhood teachers focused on integrated STEAM education for sustainability. With this objective, a Design-Based Research (D-BR) is carried out with three iterations, validated through expert judgement (researchers and teachers) and a pilot implementation. As a result of the first iteration, key elements of the program design have been identified: theoretical conceptualization, disciplinary integration, contextualization, sustainable development, active methodologies, focus on practice and teacher collaboration; in the second iteration, co-evaluation is incorporated as a strategy; finally, in the third iteration, the training program is implemented with a group of 31 teachers. The final version, called Pro-STEAM, includes 3 modules: Education for the 21st Century, STEAM Education and STEAM Implementation ; La Agenda 2030 para el Desarrollo Sostenible plantea que la educación es vital para avanzar hacia una sociedad justa y sostenible, posicionando a la educación STEAM (Science, Technology, Engineering, Arts, Mathematics) como un medio para alcanzar dichos objetivos. Con base en este planteamiento, el objetivo del presente estudio es diseñar y validar un programa de formación para el profesorado chileno de las primeras edades focalizado en educación integrada STEAM para la sostenibilidad. Para ello, se lleva a cabo una Investigación Basada en Diseño (Design-Based Research D-BR) con tres iteraciones, validadas a través de juicio de expertos (investigadores y docentes) y una implementación piloto. Como resultado de la primera iteración se han identificado elementos claves del diseño del programa: conceptualización teórica, integración disciplinar, contextualización, ...