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Interdisciplinary teaching practices in STEAM education in Brazil

dc.contributor.authorAbra Olivato, J.
dc.contributor.authorCastro Silva, J.
dc.date.accessioned2024-02-14T17:16:50Z
dc.date.available2024-02-14T17:16:50Z
dc.date.issued2023
dc.description.abstractThis study explored primary school teachers’ self-efficacy beliefs about interdisciplinary teaching practices related to science, technology, engineering, arts and mathematics (STEAM) education and project-based learning to understand teacher perceptions and practices and to recommend some teacher training according to the national curricular standards in Brazil. Qualitative data were gathered using semi-structured interviews carried out with in-service teachers, which were supplemented by a questionnaire featuring both closed-ended and open-ended questions. The data were subsequently subjected to quantitative analysis. The findings reveal that while most teachers are familiar with and incorporate project-based learning into their pedagogical approaches, their awareness of and training in STEAM education are limited. Nevertheless, teachers perceived themselves as being very competent across most STEAM domains, including interdisciplinary curricular integration and projects. Chemistry, physics and arts are exceptions, with lower levels of teacher self-efficacy when compared to the other disciplines. This article examines the implications of these findings for pedagogical practices and teacher training in Brazil, while addressing what are teachers’ current perceptions of STEAM practices, encompassing project-based learning and interdisciplinarity. It identifies the training requirements necessary to enhance their confidence in teaching science, while integrating arts-related subjects.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citation10.14324/LRE.21.1.38pt_PT
dc.identifier.doi10.14324/LRE.21.1.38pt_PT
dc.identifier.issn14748460
dc.identifier.urihttp://hdl.handle.net/10400.12/9568
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherRoutledgept_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectSTEAM educationpt_PT
dc.subjectInterdisciplinary teachingpt_PT
dc.subjectProject-based learningpt_PT
dc.subjectTeacher self-efficacypt_PT
dc.subjectTeacher trainingpt_PT
dc.subjectPrimary school teacherspt_PT
dc.titleInterdisciplinary teaching practices in STEAM education in Brazilpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceUnited Kingdompt_PT
oaire.citation.endPage13pt_PT
oaire.citation.issue1pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleLondon Review of Educationpt_PT
oaire.citation.volume21pt_PT
person.familyNameDelborgo Abra Olivato
person.familyNameCastro Silva
person.givenNameJuliana
person.givenNameJosé
person.identifier2303113
person.identifier.ciencia-idE019-7E2A-3911
person.identifier.ciencia-id8C1F-EBA8-760A
person.identifier.orcid0000-0002-1431-2553
person.identifier.orcid0000-0002-0209-3728
person.identifier.scopus-author-id57200236950
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication8f2a5b6e-28df-4c4b-b158-49d05527adc0
relation.isAuthorOfPublication456b0a0f-e338-4fc0-8de7-d6d691ca9df0
relation.isAuthorOfPublication.latestForDiscovery8f2a5b6e-28df-4c4b-b158-49d05527adc0

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