Examiniation of clasroom teachers' tecnopedagogical educational qualifications and science technology engineering mathematichs (STEM) awereness, self efficacy and concerns

The aim of this study is to determine the relationship between elementary teachers' technopedagogical education competencies, STEM awareness, self-efficacy and concerns and to examine them according to some variables. 252 classroom teachers working in the center and districts of a city located in the Central Anatolia region of Turkey participated in the research. Personal Information Form, Technopedagogical Education Competency Scale, STEM Awareness Scale and STEM Self-Efficacy and Worry Scale were used to collect data in this study, in which the screening method was used. Excel and Social Program for Social Sciences (SPSS) statistical programs were used to analyze the data obtained in the study. In the study, independent sample t-test was used to compare paired groups with normal distribution, one-way ANOVA test was used to compare groups with more than two phases, and Pearson test was used for correlation analysis. In the whole study, the significance levels were carried out by considering the values of 0.05 and 0.01. As a result, while there were significant differences in the Technopedagogical Education Sufficiency Scale scores of the elementary teachers according to the variables of gender, educational status, graduated faculty, having knowledge about STEM education, there was no significant difference according to age and length of service. While there was no difference in the STEM awareness scale scores of classroom teachers according to gender, age, length of service and graduated faculty, a significant difference was found according to education status, having knowledge about STEM and receiving STEM education. While the scores of the teachers' STEM self-efficacy and anxiety scale and its sub-dimensions do not differ significantly according to their gender and age, they differ significantly according to their educational status, faculty from which they graduated, having knowledge about STEM education. On the other hand, a low level positive correlation was found between elementary teachers' technopedagogical content knowledge and STEM awareness, and a moderate positive correlation between STEM self-efficacy and concerns. In addition, a moderate positive relationship was found between elementary teachers' STEM awareness and STEM self-efficacy and concerns. Based on these results, it has been suggested that elementary teachers should participate in various trainings and projects in order to effectively implement technology-assisted teaching and STEM education.