Prospects for the Use of STEM Education in the Professional Training of Future Primary School Teachers
DOI:
https://doi.org/10.31110/STEM-CaUk-3.1Keywords:
STEM education, teacher training, primary school, STEM competence, innovative teaching technologies, pedagogical experimentAbstract
The study examines the feasibility of integrating STEM education (science, technology, engineering, and mathematics) into the training system for future primary school teachers. The relevance of the research is determined by the need to develop new competencies among teachers that meet the challenges of the technological era and the goals of the New Ukrainian School (NUS) educational reform. The paper analyzes scientific approaches to defining STEM competence of a primary school teacher, whose structure comprises cognitive, operational, motivational, and reflective components, as well as organizational and methodological conditions for its development in higher education institutions, including the creation of a STEM-oriented learning environment, implementation of integrated courses, and engagement in project-based learning.
The empirical study was conducted at Uzhhorod National University and included a two-stage survey of 45 pre-service primary school teachers (27 bachelor’s and 18 master’s students) before and after the introduction of STEM elements into the curriculum. The results demonstrated a statistically significant improvement in students’ readiness to implement innovative teaching methods, with the average stem readiness index increasing from 59% to 69%. Positive changes were observed in knowledge, motivation, and self-efficacy, with the greatest progress shown by students with lower initial levels. A moderately positive correlation was found between pre- and post-test results (r ≈ 0.46), indicating a partial dependence on prior preparation and the effectiveness of the pedagogical intervention.
It was concluded that STEM-oriented training constitutes a promising pathway toward the modernization of teacher education. Integrating STEM technologies into university courses, equipping laboratories, and engaging students in project and research activities enhances the quality of professional training, fosters innovative thinking and interdisciplinary collaboration skills, and readiness to utilize contemporary educational tools and methods. The findings may serve as a methodological foundation for designing educational programs that prepare teachers of a new generation.
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