Abstract
The attempt to train undergraduate primary school teachers in STEM skills faces an evident handicap, since students enrolling Teacher Degrees usually have humanistic secondary school backgrounds. Attitudes towards STEM on a sample of 336 under-graduate teachers from two Spanish universities were analyzed. Students answered a questionnaire, and responses were analyzed qualitatively (open text questions) and quantitatively (Descriptive Statistics and Statistical Implicative Analysis). Results describe a young collective, with a clear majority of women, mostly interested in languages and history, with high vocation (rather spontaneous than hereditary) to work with children. There is evidence that school advice services fulfill a role to discourage certain students from STEM. These conclusions give valuable information that could be used to replace institutional practices and improve the perception future teachers have towards the teaching of STEM in Primary Education.
Highlights
Relationships between socio-familial context and academic performance are already known (Lambert-Le Mener 2012)
Case studies show (Lasa et al 2022) that the latter can be done, improving the integration of dynamic software and the use of the scientific method into technological laboratory tasks. Since it is already known about the structure and specificities of STEM projects in secondary schools, this paper focuses on the previous step
All variables have been analyzed both by descriptive statistics and by statistical implicative analysis (Gras et al 2008), and the full questionnaire is available in Appendix C. When asked about their tastes or interests related to their pre-university education (Figure 2), Teachers in Initial Training (TIT) show a taste or interest in three subjects or disciplines, which stand out for their greater frequency over others; these are, respectively: History & Arts, Language & literature, and Mathematics
Summary
Relationships between socio-familial context and academic performance are already known (Lambert-Le Mener 2012). The influence of context on taste and interest in different subjects is well known (Cosnefroy 2007). Teachers' spontaneous epistemology (Brousseau 2002) underlies many of the reflections, analyses, and behaviors of Teachers in Initial Training (TIT). It has been learned that TIT stereotype Education (Belletich and Villarreal Zufiaurre 2014). “international literature on the educational influence of males on children, and more generally on ‘gender balance’ in the Early Childhood Education and Care (ECEC) workforce, has increased gradually over the past 15 years” (Huber and Traxl 2018). Not much information is available regarding TIT’s interest in the STEM field, that allows us to foresee actions for the improvement of education
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