The impact of a training program for primary school teachers on developing practices based on the methodology STEAM

This study aimed to investigate the impact of a training program on enhancing teaching practices of elementary school teachers based on the STEAM methodology. The study employed a mixed-methods approach (quantitative–qualitative) with a sample of 10 female teachers from a private school in Amman during the first semester of the 2024/2025 academic year. Data collection tools included an observation checklist to measure teaching practices and semi-structured interviews to explore teachers' knowledge and challenges.

The training program was conducted over four days, five hours per day, focusing on problem-solving, project-based learning, inquiry-based learning, and design thinking strategies. Quantitative results indicated statistically significant differences between pre- and post-program scores in favor of the post-test, with the mean increasing from 85.92 to 92.69, a 7.9% improvement. Qualitative findings revealed enhanced knowledge of 9 teachers and a shift toward project-based and inquiry-based teaching practices, despite ongoing challenges related to resources, time constraints, and curriculum load.

The study recommended continuous training programs, the establishment of professional learning communities, supportive learning environments, and restructuring of the school timetable and curriculum.