Evaluating Teacher’s Skills in STEM Education to Increase the Student Engagement
DOI:
https://doi.org/10.17770/eid2026.1.103Keywords:
STEM, skills, teacher, basic educationAbstract
In Latvia, basic education is the stage when teachers seriously consider students’ possible career development. Employers, especially in STEM (Science, Technology, Engineering, and Mathematics) related jobs, are raising concerns about the lack of skilled employees. The ability to perform research and decision-making, collaboration and communication skills are highly demanded in the labour market. To ensure students' interest in STEM subjects and STEM-related career paths, teachers must facilitate the development of positive attitudes towards these disciplines. It raises the question of whether educators themselves possess the necessary skills to effectively teach the STEM disciplines according to the cognitive abilities of each student. This study aims to determine how teachers evaluate their own skills for teaching in the STEM field in Latvia and what can be accomplished to improve these skills. To achieve this goal, a survey method was employed, and scientific literature and normative documents were analysed. The survey comprised both open-ended and closed-ended questions; and obtained data was summarized using figures and then analysed drawing conclusions and providing suggestions. 20% of all surveyed teachers are unable to articulate an opinion or propose solutions necessary for the improvement of teachers’ skills and knowledge in the STEM field. The findings indicate that there is a necessity for improvement and perfection in teachers' skill sets in relation to the STEM field.
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