STEM in Teacher Education: Readiness, Challenges, and Alignment with Global Frameworks

Yıl 2025, Cilt: 58 Sayı: 3, 981 - 1032, 15.12.2025

Selçuk Kılınç , Ömer Geban , Gökhan Öztürk

https://doi.org/10.30964/auebfd.1567788

Öz

This study explores STEM education readiness within a faculty of education at a Turkish research university. Employing a qualitative case study design, this research examines the views of seven faculty members and two students through semi-structured interviews. The New York City Department of Education (NYCDOE) STEM Framework was adapted to structure the data collection and a subsequent supportive quantitative analysis. Thematic analysis of the qualitative data revealed five key themes, including faculty resistance and the perceived need for localization of the STEM model. Quantitative scoring indicated an overall emerging level of readiness, with significant perception gaps between administrators, faculty, and students. The findings suggest that despite the university's research focus, systemic challenges in institutional culture, strategic partnerships, and career readiness persist. This study provides concrete recommendations for structural and pedagogical reforms to enhance STEM teacher education in Turkey.

Anahtar Kelimeler

STEM education , STEM readiness , qualitative case study , education reform , higher education curriculum

Destekleyen Kurum

TÜBİTAK

Teşekkür

The corresponding author is currently at Texas A&M University with support from TÜBİTAK's 2219-Overseas Postdoctoral Research Fellowship Program during the publication phase. We thank TÜBİTAK for its support.

Öğretmen Eğitiminde STEM (FETEMM) : Hazırbulunuşluk, Zorluklar ve Küresel Çerçevelerle Uyum

Öz

Bu çalışma, Türkiye’de bir araştırma üniversitesinin eğitim fakültesi bünyesinde FETEMM eğitimi hazırlığını incelemektedir. Nitel bir vaka çalışması deseni kullanan bu araştırmada, yarı yapılandırılmış görüşmeler yoluyla yedi öğretim üyesi ve iki öğrencinin görüşleri incelenmiştir. Veri toplama sürecinin yapılandırılmasında ve ardından gelen destekleyici nicel analizde New York Şehri Eğitim Departmanı (NYŞED) FETEMM Çerçevesi uyarlanmıştır. Nitel verinin tematik analizi, öğretim elemanlarının direnci ve FETEMM modelinin yerelleştirilmesi gerekliliği algısı dâhil olmak üzere beş ana tema ortaya koymuştur. Nicel puanlama, genel olarak gelişmekte olan bir hazırlık düzeyine işaret etmiş ve yöneticiler, öğretim üyeleri ve öğrenciler arasında kayda değer algı farklılıkları bulunmuştur. Bulgular, üniversitenin araştırma odaklı olmasına rağmen, kurumsal kültürde, stratejik ortaklıklarda ve kariyer hazırlığında sistemik zorlukların sürdüğünü göstermektedir. Bu çalışma, Türkiye’de FETEMM öğretmen eğitiminin güçlendirilmesi amacıyla yapısal ve pedagojik reformlara yönelik somut öneriler sunmaktadır.

Anahtar Kelimeler

STEM eğitimi , STEM Hazırbulunuşluluk , Nitel Vaka Çalışması , Eğitim Reformu , Yüksek Öğretim Müfredatı

Destekleyen Kurum

TÜBİTAK

Teşekkür

Sorumlu yazar yayın aşamasında TÜBİTAK’ın 2219-Yurt Dışı Doktora Sonrası Araştırma Burs Programı desteği ile Texas A&M University'de bulunmaktadır. Sağladığı destekten ötürü TÜBİTAK’a teşekkür ederiz.

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