This qualitative case study investigates the evolution of teacher self-efficacy during a five-stage STEAM professional development program focused on integrating arts and humanities (A&H) into science, technology, engineering, and mathematics (STEM) teaching (IAT). The study uses a longitudinal approach, following one pre-service mathematics teacher (Shuitao) over 18 months. Data from interviews and reflective analyses were analyzed using a seven-stage inductive method. Findings reveal a significant positive impact of the program on teacher self-efficacy, evident in both individual performance and student outcomes. A revised model of teacher professional learning is proposed, emphasizing the continuous and dynamic interaction between teaching performance, teacher knowledge, beliefs, and student learning within STEAM education.

Haozhe Jiang, Ritesh Chugh, Xuesong Zhai, Ke Wang, Xiaoqin Wang