Design of a Teacher Training Program in STEM education for intermediate cities
Main Article Content
Keywords
Teacher training, STEM Approach, Teaching competencies, Curriculum development, Educational resources
Abstract
Education STEM approach has become a space conducive to the formation of citizens with skills typical of the 21st century. For this reason, different actors have promoted its implementation in educational institutions, which makes the teacher a key actor for a relevant development of the approach. In this study, a training program in education with a STEM approach was designed, applied to a context of a demographically intermediate city. based on a qualitative-interpretative analysis, documentary and semi-structured interviews. The competencies and training needs required to successfully integrate the STEM approach were identified. The results show that the lack of technological infrastructure and the lack of training in active methodologies are critical barriers for teachers. For this reason, the program proposes modules focused on interdisciplinarity, the use of educational technologies and the contextualization of methodologies to local realities, with a constructivist approach that encourages critical reflection and self-evaluation. The study concludes that STEM teacher training should be adapted to the particular conditions of intermediary cities, and thus promote inter-institutional collaboration and pedagogical innovation in these contexts
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Carlos Mauricio Agudelo Rodríguez, Antonio Nariño University, Colombia
Master of Biological Sciences, PhD Candidate, Antonio Nariño University. Faculty of Education.
Ronald Andrés Gonzáles-Reyes, Antonio Nariño University, Colombia
PhD in Political and Social Sciences. Coordinator of the Bachelor's Degree in Social Sciences at the Antonio Nariño University. Faculty of Education.