Perspectives on Reforming Science Teacher Education Programs Toward Integrated STEM in Malaysia

Abstract

Integrated STEM education is new for many developing nations, including Malaysia. The country started to use the new science curricula in 2018 that focus on integrated STEM approaches. However, pre-service teachers were not prepared to teach using the approaches. This study intends to determine multiple perspectives on integrated STEM from various key individuals (two in-service science teachers and a government official) to reveal essential steps in reforming science teacher education programs to adopt integrated STEM education. A qualitative study was carried out. Connectivism is the core theory used throughout this study. The data collection methods were interviews (with two in-service teachers), written answers to interview questions (with a government official), and an engagement session with 22 pre-service science teachers. The engagement session was conducted to connect inputs gained from the three research participants with pre-service science teachers. The researchers informed the pre-service teachers about a new course offering, Integrated STEM education, starting in October 2022, as an elective course. The pre-service teachers expressed their interests and concerns, such as giving the freedom to choose group members for the group assignments/projects. The inputs gained from in-service and pre-service teachers are used to inform the content and approach used in the new course of integrated STEM.