THE EXTENT TO WHICH THE CRITERIA FOR STEM TEACHER ARE AVAILABLE TO THE PALESTINIAN TEACHER

Abstract

This study investigates the level of readiness of the teachers in Palestine for the implementation of STEM approach to be competent to teach in accordance with its criteria. This manuscript employed the descriptive analytical approach (quantitative and qualitative) to recognize the availability of STEM teacher standards in Palestine. To achieve the study objectives a questionnaire consists of (33) variables including (planning, professional and ethical standards, education and classroom management, educational resources, and evaluation). Interviews were also conducted with STEM coordinators in the directorates of education. What's more, the analysis findings show that the arithmetic mean, standard deviations and the study total field is (3.99) and with a response degree of agree. Hence, the planning field obtained the highest arithmetic mean; followed by professional and ethical standards field. Then comes the field of education and classroom management, next the field of educational resources, and finally the field of evaluation. However, the job variable findings show that all the differences were in favor of the managers greater than the supervisors were. Coordinators have sufficient knowledge about its application in the educational environment. The findings also show that the appropriate teacher to apply this approach is the one who studies scientific subjects (mathematics, science, technology, and engineering); and who links the scientific skills in the topic he/she are teaching with other subjects. However, there are many obstacles, for instance, content overload, the high number of students in the classroom, the school environment, the frequent absence of the teachers, teacher's lack of sufficient experience and skills to apply the STEM approach method.