Promoting STEAM-Based Teacher Professional Development for Transformative Learning in Nepal: A Participatory Action Research

Abstract

Teachers play an integral role in shaping the education system. They are the key agents responsible for implementing educational policies. The future of learners depends upon how teachers guide, support, and shape their learning. In this 21st century educational landscape, various innovations and trends are evolving. The rapid development of innovative pedagogies, curricula, and technologies is continuously shaping and transforming the unpredictable future of learners. In this context, to address future challenges, learners need more holistic learning that focuses on integrated, creative, critical, collaborative, and problem-solving skills, rather than content- or subject-specific knowledge. Teachers are the main pillar of education, whose right guidance paves the way for a better future for learners. Therefore, teachers need continuous professional development (TPD) to update their knowledge, pedagogical practices, and skills, and to respond effectively to the evolving needs of contemporary classrooms. Meaningful transformation in education is possible only when teachers are continuously supported to reflect on and improve their practice However, most Teacher professional development (TPD) programs in Nepal remain largely theoretical and expert-driven rather than participatory and responsive to teachers' actual needs. Further, many training programs neglect the practical application of the learning in the actual classroom. Furthermore, most teacher professional development sessions are often designed without analyzing teachers’ needs, challenges, and reflections. In today’s educational landscape, it is essential to focus on the holistic development of the learner; to do so, it's essential to prioritize teacher professional development, which actively involves them in identifying challenges and solutions and in implementing practices. This requires a shift from traditional top-down, expert-driven approaches to more participatory, bottom–up approaches. A STEAM-based teacher professional development approach provides an opportunity to facilitate such a shift by focusing on a multi-, inter-, and transdisciplinary approach in which learners are allowed to collaborate and develop critical, creative thinking. This study seeks to promote transformative learning in education through a STEAM (Science, Technology, Engineering, Arts, and Mathematics)- based Teacher Professional Development. As the main purpose of the research is related to the transformation of education, for this, teacher direct involvement in the TPD is essential. For this, Participatory action research was used as the research method, with participants as co-researchers directly involved from needs analysis to reflection. In addition, the research was conducted with 10 teachers at a private school who taught grades 3-6. Data were collected through interviews, observation, questionnaires, and focus group discussions. The research was conducted in two cycles: in the first cycle, teachers designed, implemented, and reflected on integrated projects. The second cycle focused on the opportunities and challenges of integrating art into learning to enrich creativity and meaningful learning in the classroom. The research findings focus on the effectiveness of STEAM-based TPD in fostering reflective practice, collaborative engagement, and holistic learning environments. The research highlights the importance of teacher-led, need-based, continuous STEAM-based teacher professional development programs as a catalyst for educational transformation.