PRIMARY TEACHERS' READINESS OF TEACHING STEM - A STUDY AT THE NORTH MOUNTAINOUS IN VIETNAM

Abstract

STEM education is becoming more and more popular in the world. Vietnam has been performing STEM education in K-12 schools since 2014. However, many teachers have difficulty in teaching STEM, especially in the Northern mountainous area of Vietnam. This study aims to investigate the readiness of primary school teachers for STEM teaching. This research was conducted using a descriptive quantitative method. Data was collected through a survey of 380 primary school teachers in the Northern mountainous area of Vietnam. There are fifteen indicators to measure teacher readiness in teaching STEM. Respondents stated that they were less available to identify learning outcomes and were less prepared in designing learning content of STEM themes. They also have an insufficient understanding of STEM education and related disciplines, and they have additional challenges in deciding the process, planning instructional activities, creating educational facilities, and learning to evaluate student activities. In addition, they were having difficulty identifying STEM themes, designing learning activities, utilizing materials, communicating, and cooperating with students and other instructors. Despite their strong demands and conviction in students' abilities, they were hesitant to teach STEM. The findings suggested that these instructors were not entirely prepared to teach STEM. It is beneficial for elementary school administrators who are adopting STEM in Vietnam.