Factors impacting science and mathematics teachers’ competencies and self-efficacy in TPACK for PBL and STEM

Resumo

Science and mathematics teachers face the dual challenge of mastering subject-specific expertise and developing the pedagogical skills necessary for implementing integrated science, technology, engineering, and mathematics (STEM) lessons. Research indicates a deficiency in teachers’ pedagogical competencies, particularly in project-based learning (PBL) within STEM context. To address this, the study administered a questionnaire to 245 specialized science and mathematics teachers in Qatar, aiming to examine their competencies and self-efficacy within the realm of technological pedagogical content knowledge. The focus is specifically on its integration with PBL and STEM content. Additionally, the study explores the influence of demographic and contextual factors, including gender, teaching experience, major academic subject, possession of an education certificate, specialization in STEM disciplines, and workload hours, on science and teachers’ competencies and self-efficacy in technology integration when teaching through PBL and STEM approaches. The study’s findings highlight the pivotal role of gender, formal teacher education, and the unique expertise of teachers. Surprisingly, teaching experience and school level did not show significant differences among science and mathematics teachers. However, gender disparities persist, with male teachers scoring higher in technology integration, necessitating ongoing research. Discipline-specific differences underscore the need for tailored professional development. While workload does not significantly impact technology integration, a supportive school culture is crucial, especially in secondary schools. The findings not only deepen our understanding of these factors but also provide valuable insights for crafting targeted interventions, robust professional development programs, and support systems.

Dados da obra

Tipo

Artigo

Periódico

Eurasia Journal of Mathematics Science and Technology Education, v. 20, n. 5, p. em2442

Editora

Modestum Limited

Ano

2024 (2024-04-17)

Idioma

en

Palavras-chave

TPACK; teacher self-efficacy; project-based learning; STEM education; science teachers; mathematics teachers; technology integration; gender differences; teacher professional development; teacher workload; demographic factors; Qatar

Temas

Formação de Professores de Matemática

DOI

10.29333/ejmste/14467

ISSN

1305-8215, 1305-8223

Licença

cc-by

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026