This study aims to measure the attitudes of female and male, as well as urban and regional preservice teachers towards STEM (Science, Technology, Engineering, and Mathematics) education in Western Australia. Anchored by a theoretical framework that includes the theory of planned behaviour and selfefficacy, the research employs a quantitative methodology, utilising an adapted T-STEM survey to capture the perspectives of preservice teachers. Through meticulous statistical analysis, including MANOVA, ANOVA, T-tests and Cohen’s d for effect size, significant differences were unveiled across gender and geographical lines. Notably, gender disparities were observed in mathematics efficacy and technology, with males showing higher efficacy, and in STEM leadership, where females led. Regional participants demonstrated stronger interests and perceived efficacy in STEM, particularly in STEM instruction and careers, compared to their urban counterparts. These findings underscore the critical role of teacher attitudes in STEM education and highlight the necessity for targeted interventions toaddress these disparities. The study aims to contribute to the academic discourse on STEM education but also offers actionable insights for policy formulation, curriculum design, and professional development initiatives aimed at enhancing STEM education’s foundation in Australia.

Authors: Craig Sims, Rebecca Walker, David Treagust

Published in: World Congress on Education (2024)

• Date of Conference: 26-28 August, 2024
• DOI: 10.20533/WCE.2024.0035
• Electronic ISBN: 978-1-913572-71-6
• Conference Location: Churchill College, Cambridge, UK