Research on STEM teacher education strategies for primary school in China


  • Na Yao School of Education, AnKang University, No.92, Yucai Road, 725000 AnKang, China
  • Noor Dayana Abd Halim School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia



STEM, Teacher Education, Primary School, strategies


Over time, the requirements for scientific and technological talent have gradually increased. As a result, STEM education has attracted widespread attention from governments and educators worldwide. Research on STEM education showed that STEM teacher education is one of the critical factors in its development. This paper first analyses the current situation of STEM teacher education in China and other countries through CiteSpace software and finds that there is currently a lack of systematic research on STEM teacher education in China. Then, considering that STEM teacher education majors have not yet been established for primary school teachers in China’s colleges and universities, this paper clarifies the goals of primary school STEM teacher education from three dimensions through the analysis of relevant national policies. Finally, combined with the current curriculum plan for cultivating primary school teachers in China and referring to the STEM teacher education curriculum of the University of Texas at Austin, this paper establishes a core curriculum system for primary school STEM teacher education. Based on these works, we also propose primary school STEM teacher education strategies in three stages: preservice education, induction education, and in-service education.


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How to Cite

Yao, N., & Abd Halim, N. D. (2024). Research on STEM teacher education strategies for primary school in China . Sains Humanika, 16(2), 25–35.