Özet:

The study was aimed to determine the Technological pedagogical STEM Knowledge (TP-STEMK) of teachers and pre-service teachers’ according to various variables. In the relational research model, 466 teachers and pre-service teachers formed the sample of the research. The TP-STEMK scale developed by Chai, Jong, Yin, Chen and Zhou, (2019) and adapted into Turkish by Güngör and Köse (2022) was used as a data collection tool. According to the results of the research, it was determined that the TP-STEM knowledge self-efficacy of female and male teachers/pre-service teachers was similar to each other. It was determined that the pre-service teachers' whether they took courses related to STEM or interdisciplinary education did not affect TP-Maths Knowledge, but it significantly affected the knowledge self-efficacy of the pre-service teachers who received training. It was concluded that the teachers who received 36 hours or more of training in STEM education had a higher level of knowledge self-efficacy of TP- Science Knowledge, TP-Maths Knowledge, TP-Engineering Knowledge and İntegrative STEM. However, it was determined that the TP-STEM knowledge dimensions of the teachers who did STEM activities were higher than the teachers who did not. Another result of the research is that teachers who can access the technology needed have higher TP- Science Knowledge, TP-Maths Knowledge and TP- Engineering Knowledge qualifications than teachers who cannot access the technology they want.

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