Mathematics pre-service teachers’ preparation program for designing STEM based lesson plan: enhanced skills and challenges

Abstract

AbstractDue to the increasing popularity of STEM education, preservice preparation colleges have also become more important for training teachers. This study involved (25) preservice teachers completing STEM-based lesson plan training sessions during a mathematics teaching methods course. This study seeks to describe and gather opinions regarding the planning skills that have been enhanced following the training session. Furthermore, it aims to explore the challenges teachers face when developing STEEM lesson plans. The study adapted a descriptive qualitative research method. We collected data using semi structured open-ended questions during one-on-one interviews. Analysis of the results showed that STEM based training enhanced STEM lesson planning skills such as problem-solving, collaboration, and interdisciplinary skills, according to the results. Results showed that preservice teachers faced challenges such as limited interdisciplinary knowledge, lack of role models or mentors, and lack of STEM materials and technology during the developing STEM-based lesson plans. The study recommended the integration of STEM into classroom settings during the internship period and other preservice teaching courses.

Keywords

• STEM education
• preservice teachers
• mathematics education
• Colby Tofel-Grehl, Utah State University, Logan, United States
• Primary/Elementary Education
• Teachers & Teacher Education