Lyubka Aleksieva, Iliana Mirtscheva
Sofia University
https://doi.org/10.53656/ped2023-7.4
Abstract. STEM is an increasingly high-priority educational field on a global and national scale, which aims to prepare young people from an early age for active participation in their own future. This is evident in various international and national programs and projects, and the efforts of many scientists are focused on preparing teachers to use appropriate integrative approaches to STEM education. The present study is also in this domain, and it focuses on the perspectives, attitudes and preparation of primary school teachers for teaching STEM, which build the basis of their competences in this area. For this purpose, at the end of the academic year
2021/2022, an online survey was conducted with 150 primary teachers. It included
questions in different aspects related to teachers' readiness for STEM education
(their knowledge, preparation, attitudes, and perspectives). The results of the study
demonstrate the positive attitude of primary teachers towards teaching STEM, but
also highlight some deficiencies in their competences, mostly related to resource
provision and specific methodological requirements. The findings of the study
can serve as a guideline for the design of courses intended both for the university
preparation of pre-service primary teachers and for the professional qualification of
in-service teachers.
Keywords: STEM education; primary school teachers; professional development
