Determining the Level of Readiness of Teachers to Implementation of STEM-Education in Ukraine

Research of existing models of professional development of future
teachers of natural and mathematical disciplines and professional teacher has
shown that the creation of an educational environment for STEM-oriented
learning affects the formation and further improvement of the system of their
values. In this paper, the concept of STEM-education in terms of interdiscipline
is considered. An attempt was also made to identify the factors that
influence the readiness of teachers to support STEM-education and implement
it in educational institutions. This study is concerned with determining the level
of formation of teachers' readiness for the implementation of STEM-education
in Ukraine. Here we propose a methodology and a model for determining the
level of readiness through surveys and analysis of results. On the basis of the
obtained results, further prospects of the research are proposed and recommendations
for involving young people in scientific activities, which may improve
learning of Science, Technology, Engineering, Mathematics (STEM).