Abstract

In the context of education reform in Vietnam, STEM education plays an essential role in developing students' qualities and competencies, yet implementation faces challenges due to diff erences in teachers’ expertise and experience. This paper proposes a model classifying STEM teachers into three groups: (1) specialized backgrounds, (2) related disciplines, and (3) unrelated fi elds but passionate about STEM. It outlines training pathways including interdisciplinary knowledge, integrated lesson design, project-based teaching, use of technology, and competency-based assessment. The model draws from offi cial documents, international projects like USAID BUILD-IT, and practical experience in Vietnam, serving as a reference for teacher training, policy, and STEM education implementation.

Keywords: STEM education, STEM teachers, competency standards, teacher training, professional development, integrated teaching, capacity development.