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Understanding teachers' perceptions of STEM education is crucial to ensure the quality of teaching and learning provided for the students in the classrooms. This study aimed at investigating science teachers’ perceptions towards STEM education in primary public schools in the State of Qatar, in terms of four domains: teachers' knowledge, STEM teaching requirements, impact on students' outcomes, and the perceived challenges of implementation. This study followed a sequential explanatory mixed-method approach. Quantitative data was collected by surveying (148) science teachers, while qualitative data was obtained using four focus groups. Results highlighted the need to increase teachers’ understanding and knowledge of STEM disciplines and their approaches to integration. Furthermore, various challenges were reported, including insufficient professional development, changing teachers’ beliefs, lack of an integrated curriculum and lack of time. Additionally, results indicated that there were no significant differences in teachers’ perceptions with regard to gender or educational background, while there is differences in relation to teaching experience in the challenges domain. Moreover, results indicated the significant difference in teachers’ perceptions related to the received STEM professional development programs and STEM teaching experience in the first three domains. Based on the results, the study recommended that there is a need to develop STEM integrated curriculum and to provide STEM professional development programs. |
