Primary Pre-Service Teachers’ Perceptions of stem Education: Conceptualisations and Psychosocial Factors

in STEM Education: An Emerging Field of Inquiry
Get Access to Full Text

Have an Access Token?

Enter your access token to activate and access content online.

Please login and go to your personal user account to enter your access token.

Help

 

Have Institutional Access?

Login with your institution. Any other coaching guidance?

Connect

Abstract

The aim of this paper is to examine pre-service teachers’ (PSTs) perceptions of stem education, including their conceptualisations and psychosocial factors associated with teaching it. Methods used to in this study to elicit PSTs’ perceptions included surveys, online responses and drawings. PSTs in this sample commonly conceptualised stem education as involving an integrated approach, placing an emphasis on the relationships between disciplines. PSTs also frequently discussed the importance of developing students’ generic skills, using problem-based learning and inquiry-related pedagogies. Some participants positioned stem education as a way of promoting workforce skills and dispositions in their future students. PSTs generally reported positive attitudes to teaching stem education. They also reported a number of normative influences to teach stem, however there appeared to be limited opportunities to develop their teaching capacity on professional experience in schools. Relatively low levels of self-efficacy to teach particular areas of stem were reported by PSTs, particularly engineering and digital technologies. This paper contributes to debates on calls for reform to teacher education programs and discourses about PSTs perceptions of stem education.

Table of Contents
Index Card
Metrics

Metrics

All Time Past Year Past 30 Days
Abstract Views 126 126 16
Full Text Views 42 42 0
PDF Downloads 9 9 0
EPUB Downloads 0 0 0
Related Content