INTEGRATING MULTIMODAL TEACHING STRATEGIES INTO STEM EDUCATION: REFLECTIONS FROM PRE-SERVICE AND IN-SERVICE TEACHER WORKSHOP EXPERIENCES

The growing emphasis on STEM education and the diverse needs of learners necessitate the adoption of innovative, inclusive teaching strategies. This study investigates the impact of multimodal teaching strategies—integrating visual, kinesthetic, and auditory modes—on in-service and pre-service teachers. Training sessions were conducted with 34 in-service teachers in India and 56 pre-service teachers in Malaysia. The sessions aimed to promote learner-centered practices, enhance instructional confidence, and support inclusive STEM pedagogy. Data were gathered using feedback forms, session presentations, and semi-structured interviews. Content analysis revealed that both groups experienced increased engagement, a deeper understanding of STEM concepts, and a positive shift in attitudes toward creative and collaborative teaching. Strategies such as role-play and play dough modeling were particularly well-received, enabling the transition from teacher-centered to student-centered instruction. These findings highlight the potential of multimodal approaches to enrich teacher education and professional development programs, fostering creativity, inclusivity, and effective communication in 21st-century classrooms. Keywords: multimodal teaching strategies, in-service teachers, pre-service teachers, STEM education, teacher training, hands-on learning