A Cross-Sectional Study of Attitudes Toward STEM Education in Pre-Service Teachers, In-Service Teachers, and Year 6 Students

Abstract

This doctoral research investigated STEM attitudes across pre-service teachers, in-service teachers, and Year 6 students. Anchored by a novel theoretical framework, the study found that attitudes differ significantly between primary and Early childhood initial teacher education programs, and found ingrained gender-based attitudes, regional pre-service teachers often showing unexpected strengths. It highlighted the pivotal impact of teacher attitudes on student STEM attitudes, offering key insights to improve teacher education and foster equitable STEM engagement.