Deciphering Kyrgyz science and mathematics teachers’ STEM teaching readiness
More details
Hide details
School of Arts and Sciences, University of Central Asia, Naryn, KYRGYZSTAN
School of Graduate Studies, Biliran Province State University, Naval, Biliran Province, PHILIPPINES
Online publication date: 2023-10-02
Publication date: 2023-11-01
EURASIA J. Math., Sci Tech. Ed 2023;19(11):em2353
This study explored the interdependence of knowledge-base in teaching, STEM career awareness, teaching efficacy, attitudes, and STEM teaching readiness. Using a Likert-scale instrument adapted from literature, 367 public high school science and mathematics teachers from Osh and Naryn regions participated in the study. Partial least squares-structural equation modeling using SmartPLS revealed that STEM teaching readiness could be predicted by knowledge-base in teaching and STEM career awareness, and teaching efficacy and attitudes can be predicted by knowledge base in teaching. Teaching efficacy and attitudes did not have a significant direct effect on STEM teaching readiness, nor a mediating effect between knowledge-base in teaching and STEM teaching readiness and between STEM career awareness and STEM teaching readiness. The hypothesized model may inform relevant policy-making bodies and can be used in developing and implementing a locally-relevant and context-specific STEM professional development for science and mathematics teachers.
Abdullah, A. H., Hamzah, M. H., Hussin, R. H. S. R., Kohar, U. H. A., Rahman, S. N. S. A., & Junaidi, J. (2017). Teachers’ readiness in implementing science, technology, engineering and mathematics (STEM) education from the cognitive, affective and behavioral aspects. In Proceedings of the IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (pp. 6-12). IEEE.
Abduvaitova, А. (2021). A project to train teachers to teach STEM disciplines has been launched. KAKTUS MEDIA.
Abdyrazakova, Н. (2022). The United States will allocate $15 million for the modernization of universities in Kyrgyzstan. Вечерний Бишкек [Evening Bishkek].
Adams, A. E., Miller, B. G., Saul, M., & Pegg, J. M. (2014). Supporting elementary pre-service teachers to teach STEM through place-based teaching and learning experiences. The Electronic Journal of Science Education, 18, 1-22.
Ajzen, I. (1988). Attitudes, personality, and behavior. Dorsey Press.
Aslam, F., Adefila, A., & Bagiya, Y. (2018). STEM outreach activities: An approach to teachers’ professional development. Journal of Education for Teaching, 44(1), 58-70.
Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behavior Research and Therapy, 1(4), 139-161.
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/Henry Holt & Co.
Buechel, C. (2021). An investigation of the effects of self-efficacy on STEM implementation [Honors thesis, University of Arkansas].
Cabinet of Ministers of the Kyrgyz Republic. (2022). On approval of the state program for the development of intellectual property and innovation in the Kyrgyz Republic for 2022-2026.
Chen, Y.-C., Wu, H.-K., & Hsin, C.-T. (2022). Science teaching in kindergartens: Factors associated with teachers’ self-efficacy and outcome expectations for integrating science into teaching. International Journal of Science Education, 44(7), 1045-1066.
Choi, Y., & Hong, S.-H. (2022). Effect of a science-based TPACK program for elementary preservice teachers according to their gender. Contemporary Issues in Technology and Teacher Education, 22(3), 542-578.
Cohen, C., Patterson, D. G., Kovarik, D. N., & Chowning, J. T. (2013). Fostering STEM career awareness: Emerging opportunities for teachers. Washington State Kappan, 6, 1-17.
Coomes, J. R., Antilla-Garza, J., & McNamara, J. (2022). Developing and using STEM pedagogical content knowledge across career stages. In B. S. Zugelder, & M. L’Esperance (Eds.), Handbook of research on the educator continuum and development of teachers (pp. 453-473). IGI Global.
Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education. International Journal of Science Education, 41(12), 1701-1720.
Deal, K. L. J. (2020). A comparison of the efficacy and beliefs of middle school math teachers and science teachers towards STEM education [PhD thesis, Liberty University].
DeChenne, S. E., Koziol, N., Needham, M., & Enochs, L. (2015). Modeling sources of teaching self-efficacy for science, technology, engineering, and mathematics graduate teaching assistants. CBE Life Sciences Education, 14(3).
Demirkol, K., Kartal, B., & Tasdemir, A. (2022). The effect of teachers’ attitudes towards and self-efficacy beliefs regarding STEM education on students’ STEM career interests. Journal of Science Learning, 5(2), 204-215.
Dong, Y., Wang, J., Yang, Y., & Kurup, P. M. (2020). Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education, 7(1), 47.
EL-Deghaidy, H., Mansour, N., Alzaghibi, M., & Alhammad, K. (2017). Context of STEM integration in schools: Views from in-service science teachers. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 2459-2484.
Fackler, S., Sammons, P., & Malmberg, L.-E. (2021). A comparative analysis of predictors of teacher self-efficacy in student engagement, instruction and classroom management in Nordic, Anglo-Saxon and East and South-East Asian countries. Review of Education, 9(1), 203-239.
Faikhamta, C., Lertdechapat, K., & Prasoblarb, T. (2020). The impact of a PCK-based professional development program on science teachers’ ability to teaching STEM. Journal of Science and Mathematics Education in Southeast Asia, 43.
Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*power 3.1: Tests for correlation and regression analyses. Behavioral Research Methods, 41, 1149-1160.
Friday Institute for Educational Innovation. (2012). Teacher efficacy and beliefs toward STEM survey. NC State University William and Ida Friday Institute for Educational Innovation.
Gardner, K., Glassmeyer, D., & Worthy, R. (2019). Impacts of STEM professional development on teachers’ knowledge, self-efficacy, and practice. Frontiers in Education, 4.
Girls in Science. (n. d.). Инициатива: Розы Отунбаевой [Initiative: Roza Otunbaeva].
Hair, J. F., Frisher, J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24.
Hair, J., Sarstedt, M., Ringle, C., & Gudergan, S. (2017). Advanced issues in partial least squares structural equation modeling. SAGE.
Hammack, R., & Ivey, T. (2017). Examining elementary teachers’ engineering self-efficacy and engineering teacher efficacy. School Science and Mathematics, 117(1-2), 52-62.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135.
Herro, D., & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: Implications for teacher educators. Professional Development in Education, 43(3), 416-438.
Hollister, K. (2018). Authentic STEM learning and teacher mindsets.
Huang, X., Erduran, S., Zhang, P., Luo, K., & Li, C. (2022). Enhancing teachers’ STEM understanding through observation, discussion and reflection. Journal of Education for Teaching, 48(5), 576-591.
Kareem, J., Thomas, R. S., & Nandini, V. S. (2022). A conceptual model of teaching efficacy and beliefs, teaching outcome expectancy, student technology use, student engagement, and the 21st century learning attitudes: A STEM education study. Interdisciplinary Journal of Environmental and Science Education, 18(4), e2282.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11.
Knowles, J. G., Kelley, T. R., & Holland, J. D. (2018). Increasing teacher awareness of STEM careers. Journal of STEM Education: Innovations and Research, 19(3), 47-55.
Koch, C. (2018). What is consciousness? Nature.
Koculu, A., & Topcu, M. S. (2021). Developing pre-service science teachers’ self-efficacy for STEM practices through STEM education. In Proceedings of the ECER 2021. EERA.
Kut Bilim. (2022). 250 teachers of Naryn and Talas regions will improve their qualifications. Kut Bilim [Sacred Science].
Lai, C.-L. (2021). Exploring Taiwanese teachers’ preferences for STEM teaching in relation to their perceptions of STEM learning. Educational Technology and Society, 24(4), 123-135.
Leonard, S. N. (2022). The arrival of STEM in the science and mathematics curriculum increases the epistemic demands on teachers. Curriculum Perspectives, 42(2), 191-194.
Liu, F. (2020). Addressing STEM in the context of teacher education. Journal of Research in Innovative Teaching & Learning, 13(1), 129-134.
Merikle, P. M. (1984). Toward a definition of awareness. Bulletin of the Psychonomic Society, 22(5), 449-450.
Milner-Bolotin, M. (2018). Evidence-based research in STEM teacher education: From theory to practice. Frontiers in Education, 3.
Ministry of Justice of the Kyrgyz Republic. (2021). Development of education in the Kyrgyz Republic for 2021-2040.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Nadelson, L. S., & Seifert, A. L. (2017). Integrated STEM defined: Contexts, challenges, and the future. Journal of Educational Research, 110(3), 221-223.
Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based STEM professional development for elementary teachers. Journal of Educational Research, 106(2), 157-168.
Ng, S. B. (2019). Exploring STEM competences for the 21st century. UNESCO.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
Niwat, S. (2012). Fostering pre-service STEM teachers’ technological pedagogical content knowledge: A lesson learned from case-based learning approach. Journal of the Korean Association For Science Education, 32(8), 1356-1366.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. McGraw-Hill.
Osh State University. (2023). STEM Innovation College.
Qu, G., Hu, W., Jiao, W., & Jin, J. (2021). Application of deep learning-based integrated trial-error + science, technology, reading/writing, engineer, arts, mathematics teaching mode in college entrepreneurship education. Frontiers in Psychology, 12.
Rahman, N. A., Rosli, R., & Rambley, A. S. (2021). Mathematical teachers’ knowledge of STEM-based education. Journal of Physics: Conference Series, 1806, 012216.
Ravand, H., & Baghaei, P. (2016). Partial least squares structural equation modeling with R. Practical Assessment, Research, and Evaluation, 21, 11.
Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 28(5), 444-467.
Ringle, C. M., Wende, S., & Becker, J.-M. (2022). SmartPLS 4.
Sanders, M. (2009). STEM, STEM education, STEMmania. Technology Teacher, 68(4), 20-27.
Sarstedt, M., Hair, J. F., Cheah, J.-H., Becker, J.-M., & Ringle, C. M. (2019). How to specify, estimate, and validate higher-order constructs in PLS-SEM. Australasian Marketing Journal, 27(3), 197-211.
Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for technological pedagogical content knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967.
Seals, C. D. A., Mehta, S., Berzina-Pitcher, I., & Wolf, L. G. (2017). Enhancing teacher efficacy for urban STEM teachers facing challenges to their teaching. Journal of Urban Learning, Teaching, and Research, 13, 135-146.
Seery, N., Gumaelius, L., & Pears, A. (2018). Multidisciplinary teaching: The emergence of a holistic STEM teacher. In Proceedings of the 2018 IEEE Frontiers in Education Conference (pp. 1-6). IEEE.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Sirakaya, M., & Alsancak Sirakaya, D. (2022). Augmented reality in STEM education: A systematic review. Interactive Learning Environments, 30(8), 1556-1569.
Smith, A. R. D. (2018). Self-efficacy of early childhood teachers in science, technology, engineering, and mathematics [PhD thesis, Brandman University].
Stephen, J. S., & Tawfik, A. A. (2022). Self-efficacy sources and impact on readiness to teach online. Routledge.
Stöckli, S., & Dorn, M. (2021). Awareness, intention, and behavior: Three empirical perspectives on predicting the purchase of abnormally shaped fruits and vegetables. Resources, Conservation and Recycling, 168, 105431.
Struyf, A., De Loof, H., Boeve-de Pauw, J., & Van Petegem, P. (2019). Students’ engagement in different STEM learning environments: Integrated STEM education as promising practice? International Journal of Science Education, 41(10), 1387-1407.
Sulaeman, N., Efwinda, S., & Putra, P. D. A. (2022). Teacher readiness in STEM education: Voices of Indonesian physics teachers. Journal of Technology and Science Education, 12(1), 68-82.
Terzi, R., & Kirilmazkaya, G. (2020). Examining predictive effects of attitudes toward STEM and demographic factors on academic achievement. Issues in Educational Research, 30, 736-755.
Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2019). Teachers’ attitudes toward teaching integrated STEM: The impact of personal background characteristics and school context. International Journal of Science and Mathematics Education, 17(5), 987-1007.
Upadhyaya, I. R. (2019). Level of self-efficacy of science teachers towards engaging students. Korea Educational Research Journal, 40(2), 57-73.
Vennix, J., den Brok, P., & Taconis, R. (2018). Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? International Journal of Science Education, 40(11), 1263-1283.
Vichaidit, C., & Faikhamta, C. (2019). Science teachers’ perceptions on pedagogical content knowledge for STEM. Journal of Education of Naresuan University, 23(2), 152-168.
Vossen, T. E., Henze, I., De Vries, M. J., & Van Driel, J. H. (2019). Finding the connection between research and design: The knowledge development of STEM teachers in a professional learning community. International Journal of Technology and Design Education, 30(2), 295-320. 019-09507-7.
Winberg, C., Adendorff, H., Bozalek, V., Conana, H., Pallitt, N., Wolff, K., Olsson, T., & Roxå, T. (2019). Learning to teach STEM disciplines in higher education: A critical review of the literature. Teaching in Higher Education, 24(8), 930-947.
Wolfe, Z. M. (2019). Challenges to implementing STEM professional development from an ecological systems perspective. In J. L. Wendt, & D. L. Apugo (Eds.), K-12 STEM education in urban learning environments (pp. 69-94). IGI Global.
Woo, P. S., Ashari, Z. M., Ismail, Z. B., & Jumaat, N. F. (2018). Relationship between teachers’ self-efficacy and instructional strategies applied among secondary school teachers in implementing STEM education. In Proceedings of the 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (pp. 454-461).
Wu, P., Yang, L., Hu, X., Li, B., Liu, Q., Wang, Y., & Huang, J. (2022). How K12 teachers’ readiness influences their intention to implement STEM education: Exploratory study based on decomposed theory of planned behavior. Applied Sciences, 12(23), 11989.
Zhong, B., Liu, X., Zhan, Z., Ke, Q., & Wang, F. (2022). What should a Chinese top-level design in STEM education look like? Humanities and Social Sciences Communications, 9(1), 261.