Developing Teachers' Skills in Designing STEAM-Based Learning Through Group Mentoring

Abstract

The STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach is a learning method for equipping students with 21st-century skills, encompassing critical thinking, creativity, collaboration, and communication. However, its implementation is frequently hindered by teachers' low theoretical understanding and competencies, as well as a lack of sustained support following basic training. This study aims to examine the implementation of strategies for developing teachers' understanding and competencies through the integration of training, workshops, and group mentoring. This study employs a descriptive qualitative approach with descriptive analysis methods. Data were collected through training and workshop evaluation results, an open-ended questionnaire via Google Forms exploring teachers' narrative experiences and reflections, and a document analysis of the teaching modules designed by the teachers. All data were analyzed thematically to identify patterns in understanding and competency development. The results showed that prior to group mentoring, the majority of teachers experienced significant difficulties in integrating engineering and arts components into regular subjects and were trapped in the myth that STEAM requires high costs. However, when training was combined with an intensive and sustainable group mentoring strategy, teachers were able to reconstruct their understanding, overcome technical barriers, and design lesson plans that adhere to the principles of the Engineering Design Process (EDP). This synergy proved to create a supportive learning community, providing space for teachers to reflect, collaborate, and cross-validate their pedagogical work. In conclusion, the integrated training and group mentoring model is an essential key to real, adaptive, and sustainable transformation of teacher competencies.