Investigating the STEM Teacher Professional Development and Learning Path Towards Changes in Student Spatial Ability

Abstract

Educational reforms increasingly require teachers to implement innovations, yet these efforts often remain unsustainable. Effective implementation is closely tied to continuous professional development and learning (CPDL). This study explores how a CPDL path supports the transition from current teaching practices to enhanced instructional methods that integrate a STEM innovation focused on improving students’ spatial ability—a critical cognitive skill linked to STEM success, especially in early education. While professional development (PD) can foster practices that support spatial thinking, few studies have examined how teacher learning translates into measurable student gains. This study evaluates the impact of a CPDL program that combined expert-led workshops with Lesson Study (LS), a collaborative and reflective approach. The program was tailored to 24 female STEM teachers whose profiles showed limited cognitively active learning opportunities for students. Pre- and post-intervention assessments measured changes in student performance across three spatial components: visualization, mental transformation, and orientation. Students in Grades 1–3 showed statistically significant gains (p < 0.00001), with the strongest improvement in spatial visualization. Grade 3 students made the largest relative gains, indicating developmental readiness. Findings highlight the value of stepwise preparation and leadership support in innovation implementation, offering strong empirical evidence that LS-based CPDL improves both teaching and student cognitive outcomes.