Abstract:

The article explores the concept of «STEM competence» and the features of its formation in future elementary school teachers. It is established that STEM competence of elementary school teachers is a dynamic system of knowledge, skills, abilities, personal individual-psychological traits, and qualities necessary for the effective implementation of STEM education in the educational process of elementary school.

The components of STEM competence of future elementary school teachers are highlighted: cognitive (knowledge), activity-based, personal-motivational, and reflexive. It is defined that the formation of STEM competence of future elementary school teachers in higher education institutions involves engaging students in practical research, working on STEM projects, familiarizing them with key concepts of STEM education during the study of professional methods of primary education or within specially designed disciplines, applying methods, techniques, and STEM approaches in the educational process, and providing a STEM-oriented educational environment.

STEM competence of a primary school teacher is a dynamic system of knowledge, abilities, skills, personal individual psychological features and qualities necessary for the effective implementation of STEM education in the educational process of primary school. In its structure, we distinguish cognitive (knowledge), activity, personal motivational and reflective components.

Keywords: STEM, STEM education, STEM competence, STEM competence of elementary school teachers, STEM teaching, STEM technologies.

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