TEACHER-READINESS IN STEM TEACHING IN SELECTED PRESCHOOLS

Abstract

This study examined teacher-readiness in teaching science and technology (STEM) subjects among preschool teachers. Readiness aspects investigated were topical content knowledge, instructional strategies, resources available to teachers, school infrastructure, training, and chances for professional growth. The study used a mixed-methods approach in which data were collected through survey and interviews on a sample involving 51 teachers from 29 preschools in the district of Hulu Langat, Selangor, Malaysia. Based on data analysis, results indicated that teachers lack the ICT skills necessary for teaching STEM subjects, and they were also concerned about how technology might affect STEM education. Programmes for internal training should be the vital means of professional growth because the lack of specialised STEM educators seemed to be a major factor in the STEM education gap since it could limit teachers' access to professional development opportunities that would improve their subject-matter expertise and abilities. Analysing technology aversion could reveal obstacles to enhancing ICT competence. To fill in subject knowledge gaps, especially in engineering and technology, the study suggests integrating soft 73 skills into STEM teaching approaches. In order to facilitate teachers' professional development, school training departments ought to prioritise networking and self-directed learning. Flexible work arrangements should be considered to enhance work-life balance and facilitate teachers' continuous professional development (CPD) initiatives. Understanding the differences in experience levels among teachers from different educational backgrounds could accommodate the needs of both beginner and experienced teachers.