Determining The Science, Technology, Engineering, And Mathematics Teaching Capabilities Of Educators In Karachi, Pakistan

Abstract

Educators are expected to keep growing and improving all the time. They must be able to change and always get better. In the 21st century, teachers need to know a lot about science, technology, engineering, and math. The goal of this study is to find out how well educators can teach using STEMPCK. In this study, the STEM Pedagogical Content Knowledge Scale was used to measure teachers' STEM knowledge and their ability to grow as professionals to meet the needs and challenges of the 21st century.  The STEMPCK Scale was divided into the subcategories:  21st-Century Skills, Pedagogical Content Knowledge, Mathematics, Science, Engineering, and Technology, as well as five demographic questions. To do what it was supposed to do, the study followed a protocol for quantitative research and had participants fill out a questionnaire. Five hundred and thirty-six teachers in Karachi, Pakistan, who worked in public secondary schools were given a survey questionnaire to collect information. SPSS and SMART PLS-SEM were used to analyze the data. Based on the results of analyses, the STEMPCK Scale can be used to test the STEM pedagogical knowledge of teachers. This research comes to a close with a high-quality and valuable discussion of pedagogical concerns for the professional development of teachers. It is suggested that teachers should first improve their STEMPCK skills in core subjects in order to teach STEM subjects to students effectively. Also, more research needs to be done in the diverse contexts.