Modelling teacher pedagogical readiness for STEAM: a factor analysis

Abstract

Introduction  . In the context of global technological transformation, which is shaping new directions for the development of educational systems, research focused on preparing teaching staff for the implementation of integrative approaches is particularly relevant.  Aim.  This research  aims  to develop and evaluate a structural model that assesses the readiness of future physics teachers to implement the STEM approach in their professional practice.  Methodology and research methods.  The methodological foundation was a quantitative descriptive approach, employing procedures of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The empirical basis of the study comprised the results of a survey of 408 students from three universities in East Java, Indonesia.  Results  . It was established that the overall level of readiness of future physics teachers to implement the STEM approach is 81.67%. Based on factor analysis, the key components of the integrative model were identified and conceptualised as Engineering, Arts, Religion, and Social components.  Scientific novelty.  The  scientific novelty  of this research lies in the theoretical justification and empirical identification of the core element of future educators’ professional training, termed “Basic Understanding”, which ensures the integrity and interconnection of these components. This facilitated the synthesis and structural representation of the evolution of integrative educational models from STEM to STEAM, STREAM, and, ultimately, to the STEAMS model proposed by the authors.  Practical significance.  The  practical significance  of this study lies in its potential to modernise the content of curricula, programmes, and pedagogical methods within the professional training system for physics teachers and other science disciplines, with the aim of enhancing their comprehensive readiness to implement interdisciplinary educational strategies.