An investigation of pre-service teachers' self-efficacy perceptions for science, technology, engineering and mathematics (STEM) integration

The purpose of the study was to determine the self-efficacy levels of pre-service teachers in STEM-related teaching departments. For this purpose, a scale has been developed by the researchers. After a literature review and asking for expert opinions, the pilot study of the scale was carried out in the 2018-19 academic year with 200 senior pre-service teachers in relevant departments of three major state universities in Ankara. The findings suggest that data obtained from the pilot study can be identified and grouped under five factors: STEM awareness and interest, mathematics knowledge, engineering and engineering design process, teaching strategies and use of technology. To provide evidence for the contruct validity, another study was carried out in the fall semester of 2019-20 with 190 pre-service senior teachers in related departments of faculty of education in another large state university in Ankara. In the light of data obtained from the study, the scale in question was found to be valid and reliable scores. The data were tested using the independent samples t-test and one-way ANOVA. The results indicate that participating in a STEM-related event significantly affects STEM awareness and interest, knowledge of engineering design processes, and technology use. Teaching strategies and STEM awareness and interest were found to differ among the "gender" variable. It has been determined that pre-service teachers' perceptions of engineering and engineering design processes are affected by their departments. Additionally, a statistically significant difference was found between STEM awareness and interest levels of students with different GPAs. In line with the findings of the study, suggestions were given for future research and practice to researchers, policymakers and stakeholders.