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STEM Conceptions and Competencies: Diagnostic Analysis of In-Service Teachers in Intermediate Urban Settings

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Title: STEM Conceptions and Competencies: Diagnostic Analysis of In-Service Teachers in Intermediate Urban Settings
Language: English
Authors: Carlos Mauricio Agudelo-Rodriguez (ORCID 0000-0002-7272-3369), Ronald Andres Gonzalez-Reyes (ORCID 0000-0001-7910-2015)
Source: European Journal of STEM Education. 2025 10(1).
Availability: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Competencies, STEM Education, Teacher Education, Urban Schools, Diagnostic Tests, Foreign Countries, Intellectual Disciplines, Expertise, Interdisciplinary Approach, Knowledge Level, Teaching Skills, Affective Behavior
Geographic Terms: Colombia
ISSN: 2468-1954
2468-4368
Abstract: The increasing focus on STEM education has prompted the introduction of teacher training programs at the state level. However, such programs tend to be poorly adapted to specific contexts. Therefore, conducting diagnostic assessments for ascertain the existing conceptions and competencies of in-service teachers to facilitate the implementation of more pertinent teacher training programs is essential. The study's objective was to examine these conceptions and competencies among a group of intermediate urban context (Caquetá, Colombia) working in technology, science and mathematics areas. A sequential mixed-methods combined qualitative and quantitative analysis through an elicitation protocol, focus groups, and test-type diagnostic tests. The data were analysed qualitatively with Atlas.ti and quantitatively using nonparametric analysis in Jamovi. The results indicate that most teachers espouse a conceptual model of "integrated disciplines" for STEM teaching, which aligns with real-world context problem-solving. Regarding competencies, notable variability was evident, with mathematics teachers demonstrating proficiency in the cognitive domain and technology teachers exhibiting expertise in the instructional and affective domains. Nevertheless, some teachers demonstrated a lack of comprehension regarding the interdisciplinary approach. Thus, STEM teacher training programs should be contextualized and focused on strengthening interdisciplinary, technological, and affective competencies to ensure more effective implementation in accordance with local contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485836
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Carlos+Mauricio+Agudelo-Rodriguez%22">Carlos Mauricio Agudelo-Rodriguez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7272-3369">0000-0002-7272-3369</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ronald+Andres+Gonzalez-Reyes%22">Ronald Andres Gonzalez-Reyes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7910-2015">0000-0001-7910-2015</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2025 10(1).
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  Data: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
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  Data: The increasing focus on STEM education has prompted the introduction of teacher training programs at the state level. However, such programs tend to be poorly adapted to specific contexts. Therefore, conducting diagnostic assessments for ascertain the existing conceptions and competencies of in-service teachers to facilitate the implementation of more pertinent teacher training programs is essential. The study's objective was to examine these conceptions and competencies among a group of intermediate urban context (Caquetá, Colombia) working in technology, science and mathematics areas. A sequential mixed-methods combined qualitative and quantitative analysis through an elicitation protocol, focus groups, and test-type diagnostic tests. The data were analysed qualitatively with Atlas.ti and quantitatively using nonparametric analysis in Jamovi. The results indicate that most teachers espouse a conceptual model of "integrated disciplines" for STEM teaching, which aligns with real-world context problem-solving. Regarding competencies, notable variability was evident, with mathematics teachers demonstrating proficiency in the cognitive domain and technology teachers exhibiting expertise in the instructional and affective domains. Nevertheless, some teachers demonstrated a lack of comprehension regarding the interdisciplinary approach. Thus, STEM teacher training programs should be contextualized and focused on strengthening interdisciplinary, technological, and affective competencies to ensure more effective implementation in accordance with local contexts.
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      – SubjectFull: Teacher Education
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      – SubjectFull: Urban Schools
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      – SubjectFull: Diagnostic Tests
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Teaching Skills
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      – SubjectFull: Affective Behavior
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      – SubjectFull: Colombia
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      – TitleFull: STEM Conceptions and Competencies: Diagnostic Analysis of In-Service Teachers in Intermediate Urban Settings
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