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Table 3 Latent factors and their indicators of beliefs, understandings, and intentions

From: Building future primary teachers' capacity in STEM: based on a platform of beliefs, understandings and intentions

Latent factors

Code

Indicators

Belief

B1

STEM education should begin in primary school.

B2

We cannot be innovative and creative unless we have a quality education system.

B3

STEM education can produce skills needed in the future.

B4

Need high-quality teachers at all levels.

B5

Primary schools needed specialist science, technology, and mathematics teachers.

Understanding

U1

Attracting high achievers in STEM to primary school teaching.

U2

Boosting the science, technology, and mathematics.

U3

Should have a specialist STEM teacher.

U4

Should be a national professional development.

U5

Primary school principals should be leaders in STEM.

Intention

IT1

Teaching STEM will make teaching and learning more interesting and connected to daily life.

IT2

Mathematics is central, and students’ success in STEM depends upon understandings and ability to apply mathematics.

IT3

Every primary teacher should be supported by a specialist STEM teacher to build effective STEM education.

IT4

There should be a separate subject in university teacher education programs that are fully focused on STEM.

IT5

Teachers ability, skills, and interest in STEM will transform creativity and innovation among children.