STAVOVI I UVERENJA VASPITAČA O PRIMENI STEM PRISTUPA U VASPITNO-OBRAZOVNOJ PRAKSI
Attitudes and Beliefs of Preschool Teachers Regarding the Implementation of the STEM Approach in Educational Practice

Summary/Abstract: Starting from the assumption that preschool teachers’ attitudes and beliefs have a strong influence on their behavior in educational work and may affect their effectiveness in practice, the aim of this study is to examine preschool teachers’ attitudes and beliefs regarding the relevance and implementation of the STEM approach in work with preschool-aged children. The study sample comprised preschool teachers (N = 196) from seventeen preschool institutions. A descriptive method was applied, using a scaling technique and an instrument—a single-factor rating scale. Based on the results, we conclude that preschool teachers hold markedly positive beliefs and attitudes toward the STEM approach, that there are no differences in their attitudes and beliefs with respect to years of work experience, and that knowledge of STEM content and experience in implementing it are positively correlated with other aspects of preschool teachers’ attitudes and beliefs about this approach. The findings are encouraging; however, they also suggest the importance of considering, planning, and implementing professional development focused on: familiarizing preschool teachers with the significance and challenges of the STEM approach, strengthening their knowledge in STEM disciplines, and developing competencies for applying the approach in educational practice.

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