| dc.description.abstract | The science teacher preparation programme is vital as the early stage
of developing science teacher competency. While the needs of STEM education are
identified, it is challenging to adopt this movement to the programme. The complexity
of the science teacher preparation program is intertwined with the context of each
country. In this chapter, the context of Indonesia as one of the most populated coun tries in Asia with around 184 science teacher education programmes is introduced.
The discussions start with the organization of science teacher education programmes,
how STEM education is integrated, challenges and strategies that observable in
Indonesia. The data was collected from university websites, programme curricula,
observations of classes, interviews with key informants, and personal reflections.
While the programmes require students to choose one specialty from the begin ning, the challenge of integrating that subject with other STEM subjects was iden tified. We found several strategies to address this challenge, such as designing a
new compulsory course in STEM education, integrating STEM into other peda gogical courses, elective courses, and extra-curricular activities. However, more
significant efforts are needed to develop STEM PCK in Indonesia’s science teacher
preparation programmes. Integrating STEM education in pre-service science teacher
programmes should be seen as aligned with the national goal of science education
at the school system level and the needs of common goals of educational policy
regarding STEM education among the programmes. | en_US |
