ISSN: 2222-6990
Open access
Malaysian Ministry of Education (MOE) has emphasized STEM education as one of the main components in Malaysian Education Blueprint 2013-2025. However, although there are many initiative and policies produced by the government, the target of 60:40 still has not been achieved. The issue of declining students enrol in Science stream has become major issues to the nation. MOE has stressed in STEM initiative program to refine teacher skills and abilities in teaching Science and Mathematics. Due to that, the ability of Science and Mathematics teachers especially among pre-service teacher was under the spotlight in recent debates and reforms about improving Science and Mathematics lesson. Thus, this study aim to determine the level of pre-service teacher content knowledge, pedagogical knowledge and pedagogical content knowledge before and after participates in Guided Intervention for Future STEM Teachers (GIFST) Program. This study also intended to identify is that any significant difference of pre-service knowledge before and after joined the program. A total of 91 Science and Mathematics pre-service teacher participated as sample for this study. Based on the result, it was found that there is a significant difference in pre-service teachers’ knowledge before and after participated in the program. It also proved that this program provides positive benefit to Science and Mathematics pre-service teacher especially in content knowledge and pedagogical content knowledge.
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In-Text Citation:(Nasir et al., 2019)
To Cite this Article: Nasir, N. A. M., Salleh, M. F. M., Rasid, N. S. M., Ismail, M. H., & Singh, P. (2019). Enhancing STEM Pre-Service Teachers’ Knowledge. International Journal of Academic Research in Progressive Education and Development, 9(13), 480–492.
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