EVALUACIÓN DEL APRENDIZAJE Y LAS EMOCIONES DE MAESTROS EN FORMACIÓN TRAS EL DISEÑO DE PROPUESTAS PRÁCTICAS BASADAS EN LA EDUCACIÓN STEM

Abstract

Numerous studies have shown that trainee teachers do not feel competent and are insecure when teaching science and technology subjects to their students. Among the training needs most in demand to improve teaching competences, experts highlight those related to methodology. To ensure that students are taught by well-qualified science and technology teachers, educational institutions have started to launch curricula focused on STEM education. Against this background, the aim of the study was to assess the cognitive and emotional evolution of 60 trainee teachers after the design and development of practical workshops based on the integration of STEM content. The study was carried out during the 2023-2024 academic year. The participants had to design, in groups, a STEM workshop suitable for the Primary Education stage. Data were collected on cognitive and affective variables before and after the development of the STEM workshops. A Pre-test and a Post-test were used for this purpose. The results show that the participants started with a level of knowledge, perceptions of teaching self-efficacy and emotions towards science education that were not very favourable. However, after the development and design of didactic workshops, based on STEM methodology, a significant (Sig.<0.05) improvement in the study variables was observed. Likewise, the participants reported feeling more comfortable in teaching and integrating scientific-technological concepts in their future professional practice after the workshops, with an increase in the expression of positive emotions and the perception of teaching skills in science. This study allows us to conclude that the teaching of STEM areas through active methodologies favours interest in science and its learning, thus supporting the scientific literature on the subject.