Bridging Theory and Practice in Stem Teacher Education: A Quantitative Study of Pre-Service Teachers’ Pedagogical Knowledge and Classroom Enactment

Abstract

STEM education has become a strategic priority in teacher preparation programmes. However, there is a persistent gap between pedagogical knowledge acquired during coursework and its effective implementation in classroom practice. This study explores the level of STEM pedagogical knowledge among pre-service teachers and examines whether demographic factors such as gender and academic major influence their pedagogical competencies. A cross-sectional survey was designed and employed on 114 pre-service teachers who has enrolled in science, mathematics, and elective programmes at an Institute of Teacher Education in Malaysia. Data was collected using a questionnaire, validated 25-item Likert-scale measuring five dimensions of STEM pedagogical knowledge: STEM Integration Knowledge, STEM Pedagogical Strategies, STEM Lesson Design Knowledge, Technology Integration Knowledge, and STEM Assessment Knowledge. The instrument demonstrated excellent internal consistency (Cronbach’s α = 0.971). Data were analyzed using SPSS Version 26 through descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson correlation analysis. The findings indicate that respondents demonstrated a high level of STEM pedagogical knowledge (M = 4.12, SD = 0.59). No statistically significant differences were found across gender or academic major (p > .05). Pearson correlation analysis revealed strong positive relationships among all constructs (r = .683–.808, p < .001), indicating that the dimensions of STEM pedagogical knowledge are closely interconnected. These results emphasize the value of thorough pedagogical preparation in teacher education programs to improve future educators' integrated STEM teaching competencies.