STEM practices in Science teacher education curriculum: Perspectives from two secondary school teachers’ colleges in Zimbabwe

نویسندگان

چکیده

This study assessed how science, technology, engineering and mathematics (STEM) education is integrated in Science Teacher Education curriculum Zimbabwe. An exploratory mixed methods research design, within the post-positivist paradigm, was used to guide collection analysis of data. Data were sourced from 18 teacher educators 108 final year student teachers pooled two secondary school Teachers’ Colleges through a semi-structured questionnaire, follow-up interviews, focus groups documents. From findings, it evident that although lot done promote STEM literacy colleges, integration practices into science coincidental rather than planned. Participation exhibitions at local national level common increased enrolment candidates subjects viewed as major ways initiative Colleges. However, support targeted integration/liaison with Engineering industry largely found lacking, suggesting need for such field-trips, work visits partnerships foster closer collaboration between schools, professional scientists industry.

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ژورنال

عنوان ژورنال: Journal of research in science, mathematics and technology education

سال: 2021

ISSN: ['2577-6789']

DOI: https://doi.org/10.31756/jrsmte.422