This systematic review brings a point of view of a recent thematic for in-service teachers while analyses features, trends and quality indicators in Teacher Professional Development Programs (TPDPs) for STEAM (Science, Technology, Engineering, Arts and Mathematics) education from 2016 to 2024. Reviewing 24 studies according to PRISMA Guidelines, it highlights key aspects in theoretical background, pedagogical frameworks, teacher training strategies, activity designs, assessment domains/training effects, assessment tools, sustainability, and funding. Findings show that TPDPs in STEAM often adopt constructivist and interdisciplinary approaches, especially through Project-Based Learning and collaborative frameworks that promote integration through interdisciplinary and transdisciplinary approaches. Common teacher training strategies include hands-on workshops, support through communities of practice, and follow-up sessions to ensure sustained engagement. Assessments focus on teacher self-efficacy, instructional practices, and confidence in STEAM integration, with minimal emphasis on student outcomes. Sustainability is often enhanced through communities of practice, and funding is generally sourced from governmental and private entities. Program quality evaluation was based on the effectiveness of professional development. A framework that integrates the arts was adapted as an instrument. The review found strong adherence to principles like active learning and collaboration, though arts integration into sciences remains inconsistent. The analysis of arts content highlights a lack of improvement in its integration, suggesting a need for clearer frameworks and specialized research and training. This review supports improved understanding of TPDPs in STEAM and recommends future research to improve and explore arts integration and its role in programs quality. The topic is relevant for scholars, teachers, students, teacher trainers and stakeholders in order to face the needs and challenges of a global world including STEAM Education, in-service training and other relevant topics discussed here.
Abra-Oloivato et al. (Mon,) studied this question.