Examining Socio-Demographic Influences on Trainee Teachers’ Understanding and Readiness to Teach STEM
DOI:
https://doi.org/10.47553/rifop.v100i39.1.110501Abstract
The development of STEM competence in initial teacher training is essential to awaken STEM vocations and concerns in future teachers, so that they can subsequently pass on this knowledge to new generations and narrow the gender gap in this field. The aim of this paper was to identify the influence of socio-demographic factors on pre-service teachers' pedagogical knowledge, STEM knowledge and knowledge of 21st century skills. For this purpose, a cross-sectional study design was employed, using an online survey as a data collection tool. The research included data from 436 students, aged between 18 and 31 years (M = 20.27; SD = 2.88). The results obtained revealed that: 1) there were significant gender differences in STEM knowledge, being an influential factor; 2) having a family member linked to STEM favours having a higher average in pedagogical knowledge, STEM and 21st century skills; 3) the degree taken influenced pedagogical knowledge and STEM knowledge; 4) pedagogical knowledge and knowledge of 21st century skills influenced the predisposition towards science, technology and engineering. Finally, possible directions for future research are discussed, highlighting the value of the data collected to deepen existing knowledge on the predisposition to teach STEM subjects.
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