Teacher readiness in STEM education: Voices of Indonesian Physics teachers

STEM (science, technology, engineering, mathematics) education is widespread around the globe, with various theoretical frameworks and challenges from practical perspectives. In classroom practice, teacher readiness to conduct learning essential for its successful implementation. This study explores physics teachers’ using Alignment, Capabilities, Engagement, or ACE, framework. Data collection based on 101 responses six open-ended questions. Interestingly, all teachers showed strong alignment how implement it. Most of them have known as integrating mathematics science (physics), but only about half experience conducting lessons. They basic capabilities identifying possibilities implementation in curricula, such motion, electricity, fluids. However, online made necessary by COVID-19 pandemic, possibility weakened. The their engagement explore more detail designing implementing classrooms. Also reflected was a significant challenge terms pedagogical time management. Therefore, professional development support alignment, capabilities, develop readiness. As specific examples, materials fluids could help understand design education.