ANALYSIS OF THE PHENOMENON OF “STEM-TEACHER” IN SCIENTIFIC AND PEDAGOGICAL DISCOURSE

Abstract

The purpose of the article is a theoretical analysis of the phenomenon of “STEM-teacher” in the scientific and pedagogical discourse.The presented study is relevant for the national education system, as our country is taking successful steps to integrate the best international practices, including those related to STEM. The key figure in the process of implementing STEM-education is the teacher, who becomes an agent of innovative changes in the educational environment. The research methodology is based on a combination of theoretical methods such as analysis, synthesis, comparison, classification and generalisation of information from scientific, pedagogical and psychological literature in the field of research, which allowed the author to form his own view of the problem. The scientific novelty of this paper is that the phenomenon of the STEM-teacher is considered through the prism of pedagogical, psychological and digital aspects of his/her professional activity. It is outlined that it is at the intersection of these dimensions that a new model of a modern teacher is formed, who is an agent of change in an innovative educational environment.Conclusions. Based on the study of scientific sources, it has been found that a STEM-teacher is a new generation teacher who successfully integrates knowledge of natural sciences, technology, engineering and mathematics in accordance with the age characteristics of students, ensuring the formation of research skills, critical thinking and interest in scientific knowledge through the use of interdisciplinary approaches, innovative educational technologies, project and game activities. Particular attention is paid to the role of the STEM-teacher as a facilitator of the educational process, who creates conditions for the active involvement of students in learning, supports their independence, initiative and motivation to learn. It is determined that the effective implementation of STEM-education requires the teacher to be flexible, open to innovation, able to work in a team and possess digital competencies.