ABSTRACT
In this chapter, we reflected on the Science, Technology, Engineering, and Mathematics (STEM) teacher education in the Philippines and how it responded to the reforms in basic education, the demands for stronger quality assurance, and the changing education landscape in the 21st century. In light of the country's poor performances in international and national metrics in Mathematics and Science, we examined the challenges and reforms in basic education and teacher education in general and in STEM teacher education in particular. We scrutinised the mandated policies, standards, and guidelines and some critical drivers of change, including the Philippine Professional Standards for Teachers, that underpinned the design and implementation of the STEM teacher education programmes and the current multi-sectoral efforts to improve education. Finally, we offered a number of recommendations for the way forward.
