A Need Analysis For Developing Integrated Stem Course Training Module For Pre-Service Mathematics Teachers 
Usman Galadima1, Zaleha Ismail2, Norulhuda Ismail3
1Usman Galadima, Department of Science Education, Sokoto State University, Sokoto, Nigeria.
2Zaleha Ismail, Department of Science, Mathematics and Creative Multimedia Education, Universiti Teknologi Malaysia.
3Norulhuda Ismail, Department of Science, Mathematics and Creative Multimedia Education, Universiti Teknologi Malaysia
Manuscript received on 01 September 2019 | Revised Manuscript received on 10 September 2019 | Manuscript Published on 23 September 2019 | PP: 47-52 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E10060585C19/19©BEIESP | DOI: 10.35940/ijeat.E1006.0585C19
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The purpose of this paper is to present the need to develop the integrated Science, Technology, Engineering and Mathematics (iSTEM) course training module for preparing the pre-service mathematics teachers’ readiness in teaching the iSTEM course in their future classroom instruction. In this paper, the researchers present the data for the study collected qualitatively using semi-structured interview questions. Purposive sampling was used in choosing 6 university lecturers in Nigeria for conducting the interview to identify and seek their insights regarding the need for iSTEM course training and module for teaching iSTEM course. An interview data collected was transcribed and inductively analysed using an exploratory content analysis approach in which five main themes have been identified, namely: (i) pedagogical knowledge; (ii) content knowledge; (iii) conception of the iSTEM; (iv) instructional strategy and (v) curricula knowledge for teaching iSTEM course. The results of this study indicated that all the six interview participants responded that they have no idea and had insufficient knowledge about the teaching of integrated STEM course. Moreover, the lecturers indicated that they were not exposed to the iSTEM course at all. The findings revealed that there is a need for the iSTEM course training and development of the iSTEM teaching module in helping the pre-service mathematics teachers’ readiness in teaching the iSTEM course. Based on the findings, the researchers recommended suitable iSTEM course training module to prepare the pre-service mathematics teachers’ readiness in teaching iSTEM course could be integrated into the teacher education curriculum in Nigeria.
Keywords: Integrated STEM, Pre-service Mathematics Teachers, Need Analysis, Training Module.
Scope of the Article: Predictive Analysis