International Assessment of Future Teachers Based on an Integrative Approach and Enhancing their Competence in Steam Technologies

Abstract

The rapid advancement of technology and the increasing demand for interdisciplinary skills have necessitated a shift in teacher education, particularly in the field of Science, Technology, Engineering, Arts, and Mathematics (STEAM). This paper explores the international assessment of future teachers through an integrative approach that combines pedagogical, technological, and interdisciplinary competencies. It emphasizes the importance of equipping educators with the necessary skills to teach STEAM subjects effectively. The study reviews current frameworks for assessing teacher competence, identifies gaps in existing models, and proposes strategies for improving the preparation of future teachers in STEAM technologies. The findings suggest that an integrative approach, supported by international collaboration and standardized assessments, can significantly enhance the quality of teacher education programs.