Factors Influencing Confidence in STEM Practices among Preservice Teachers

Abstract

Preservice teachers are more confident in teaching mathematics, specifically when they have a better understanding of the subject. In teaching and microteaching practices, content and understanding of mathematics pedagogy are monitored and evaluated. However, additional investigation on science, technology, engineering, and mathematics (STEM) skills and practices is needed to meet the current need to train teachers with 21st-century skills in order to educate future generations. Therefore, this study aimed to determine the way in which factors influencing effort, performances in algebra, and statistics were related to the self-confidence of preservice teachers in teaching STEM practices. To achieve this purpose, a correlational approach was used to collect information from 113 prospective science teachers at a public institution in Malaysia. In response to the questionnaire, participants provided impressions of the experience and level of confidence in using STEM. The result showed that the efforts of preservice teachers had a significant impact on the confidence in using STEM subjects in the mathematics classroom. Furthermore, the future of STEM education was in the collective and practical efforts to connect STEM with the real world.

Keywords

• algebra
• confidence
• effort
• statistics
• stem (science, technology, engineering and mathematics)