Abstract:
This thesis examines the effect of implementing STEM training programs on the perceptions and readiness of in-service teachers to adopt STEM education in Turkey. Using a mixed-methods design, the study assessed how the teachers' awareness of integrated STEM concepts, perceived importance of STEM integration, self-efficacy, availability of resources, and perceptions of administrative support differed after participating in a particular STEM awareness workshop from that before participation. The findings show there were significant positive differences in all areas surveyed post-training. Teachers reported more familiarity with STEM, confidence in teaching STEM subjects, and perception of the advantages of STEM integration on learning for students. They also indicated more access to instructional resources to teach and administrative support perceptions. Qualitative feedback indicated heightened enthusiasm regarding the thesis and interdisciplinary instruction, but also showed persistent challenges such as time constraints, resource limitations, and the need for long-term professional development. The study concludes that formal STEM teacher training programs are successful in preparing Turkish teachers with integrated STEM methods, but long-term success will depend on long-term institutional commitment and investment in resources.
