Abstract:

This study investigates the influence of an innovative teaching model, the Realistic, Exploratory, Technology-enhanced, and Active (RETA) model, on the STEM attitudes of senior-grade pre-service teachers. The research involved 65 participants from a public university in Turkey. Employing a comprehensive approach, the study utilized a STEM attitude scale, a RETA-based lesson evaluation rubric, and semi-structured interviews to gather both qualitative and quantitative data. The results revealed a noteworthy correlation between pre-service teachers with positive attitudes towards the RETA approach and their heightened efficacy in developing impactful lesson plans. Through the application of the RETA model, participants demonstrated an increased inclination towards innovative teaching strategies, emphasizing the integration of 21st-century skills. Furthermore, post-course assessments indicated a significant positive shift in attitudes, with participants recognizing the model's potential to foster equity within their teaching practices. This research contributes valuable insights into the integration of digital technologies in the classroom, offering a robust framework for pre-service teachers to enhance their pedagogical approaches.

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