Abstract:

The aim of the study is to determine the self-efficacy and concern levels of pre-service teachers about STEM education. In the study, survey method, one of the quantitative research designs, was used. The sample of the research consists of 390 pre-service science and mathematics teachers who studied at two state universities and participated in the research on a voluntary basis. Self-efficacy and concern scales about STEM education were used as data collection tools. As a result of the analysis, it was determined that the levels of pre-service teachers' self-efficacy belief about STEM education were above the average and correspond to the level of agree. Based on the findings of the study, it was determined that the concern levels of the pre-service teachers about STEM education were above the average and corresponded to the level of agreement. Pre-service teachers' self-efficacy and concern levels about STEM education showed a significant difference in favor of pre-service science teachers. It was concluded that pre-service teachers' self-efficacy beliefs and concerns about STEM education did not differ in terms of gender and grade level variables. It was determined that pre-service science and mathematics teachers' STEM self-efficacy and concerns had a positive and significant relationship. In the study, it was concluded that pre-service teachers' STEM self-efficacy levels explained 32% of their STEM concern levels. Based on these results, it is recommended to include courses which aim to improve pre-service teachers’ knowledge and skills on STEM education subjects in undergraduate programs.

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