Primary Pre-Service Teachers' Perceptions of STEM Education:Conceptualisations and Psychosocial Factors

The aim of this chapter is to examine pre-service teachers' (PSTs) perceptions of STEM education, including their conceptualisations and psychosocial factors associated with teaching it. Methods used in this study to elicit PSTs' perceptions included surveys, online responses and drawings. PSTs' commonly conceptualised STEM education as an integrated approach, emphasising the relationships between disciplines. PSTs also commonly discussed the importance of developing students' generic skills , using problem-based learning and inquiry pedagogies. PSTs reported positive attitudes towards teaching STEM, however there appeared to be limited opportunities to develop their capacities during professional experience in schools. Relatively low levels of self-efficacy to teach engineering and digital technologies were reported.