Bridging Theory and Practice in STEM Teacher Education: Examining the Impact of STEM Teaching Competency Development and Micro-Teaching on Pre-Service Science Teachers’ Classroom Readiness in Kenya

Teacher preparation is crucial for improving STEM education quality, particularly in low-resourced settings, where educational disparities hinder learning outcomes. This study sought to understand how STEM pedagogy mastery and micro-teaching influenced the preparedness of pre-service science teachers. The goal was to bridge the gap between theory and practice, particularly in the context of rural and under-resourced settings. This study investigated the impact of STEM pedagogy training and micro-teaching on the classroom readiness of 186 pre-service science teachers at Kibabii University, Kenya. The study aims to bridge educational gaps by evaluating the effectiveness of structured teacher education in equipping student teachers with practical teaching skills. One hundred and eighty-six (186) third-year B.Ed. science students who had completed coursework and school practice participated in the study. The study adopted a mixed-methods approach, and data were collected using structured questionnaires, interviews, and observation checklists, providing a comprehensive view of participants’ experiences. The findings revealed that although students appreciated the theoretical grounding in STEM pedagogies, they faced challenges in applying these strategies in real classroom contexts due to resource limitations and rigid instructional practices. Micro-teaching was identified as a vital transitional experience, that boost the student teachers’ teaching confidence and facilitated the effective application of the various pedagogical strategies learnt in the coursework. The study emphasizes the importance of aligning teacher education curricula with classroom realities and recommends integrating technology-enhanced resources like simulations. Future reforms should focus on teacher education institutions collaborating with the practicing teachers to provide better mentorship support during school practice and incorporating contemporary pedagogical strategies in the school curriculum to enrich the learning experiences of the pre-service science teachers.