Abstract
The science teacher preparation programme is vital as the early stage of developing science teacher competency. While the needs of STEM education are identified, it is challenging to adopt this movement to the programme. The complexity of the science teacher preparation program is intertwined with the context of each country. In this chapter, the context of Indonesia as one of the most populated countries in Asia with around 184 science teacher education programmes is introduced. The discussions start with the organization of science teacher education programmes, how STEM education is integrated, challenges and strategies that observable in Indonesia. The data was collected from university websites, programme curricula, observations of classes, interviews with key informants, and personal reflections. While the programmes require students to choose one specialty from the beginning, the challenge of integrating that subject with other STEM subjects was identified. We found several strategies to address this challenge, such as designing a new compulsory course in STEM education, integrating STEM into other pedagogical courses, elective courses, and extra-curricular activities. However, more significant efforts are needed to develop STEM PCK in Indonesia's science teacher preparation programmes. Integrating STEM education in pre-service science teacher programmes should be seen as aligned with the national goal of science education at the school system level and the needs of common goals of educational policy regarding STEM education among the programmes.
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Sulaeman, N.F., Putra, P.D.A., Kumano, Y. (2022). Towards Integrating STEM Education into Science Teacher Preparation Programmes in Indonesia: A Challenging Journey. In: Cheng, M.M.H., Buntting, C., Jones, A. (eds) Concepts and Practices of STEM Education in Asia. Springer, Singapore. https://doi.org/10.1007/978-981-19-2596-2_13
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