Reimagining Stem Teacher Education in Under-Resourced Indian Context- A Thematic Framework

Abstract

The paper is a thematic review of STEM (Science, Technology, Engineering, and Mathematics) teacher education in the context of under-resourced regions, specifically in the Indian context. The education based on STEM is very important in equipping students to become a force in the 21st century. Nevertheless, there are major challenges in teacher training of STEM in under-resource regions such as poor infrastructure, accessibility to technology, and professional development opportunities to the teachers. It is a literature review that summarizes information on the pedagogical practices, professional development requirements, and technological integration of STEM learning in low-resource environments. It emphasizes the significance of interdisciplinary training of teachers, the incorporation of modern educational technologies, and the necessity of the specifics of professional development programs to increase teacher efficiency. The paper further discusses the changing nature of STEM teacher education in India with focus on policy, rural issues and the current reforms in teacher training programs. The results indicate that despite the slow change in favor of educating teachers in STEM subjects in under-funded districts, there remains a significant gap in teaching preparation and needs more intensive, localized interventions. The review will make future research and policy formulation in STEM education in low-resource and rural settings, especially in India, a valuable source of information.