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    TEACHERS' PERCEPTIONS AND STEM TEACHING ACTIVITIES: ONLINE TEACHER PROFESSIONAL DEVELOPMENT AND EMPLOYMENT
    (Sci Methodical Ctr-Sci Educologica, 2022) Yildirim, Bekir; Akcan, Ahmet Tayfur; Ocal, Erdinc
    This study addressed teachers' perceptions of the effect of online teacher professional development programs (OTPDPs) on their professional development. This five-month study focused on four aspects of OTPDPs: (1) Teachers' perceptions on OTPDPs, (2) the impact of OTPDPs on lesson planning, (3) the impact of OTPDPs on STEM teaching, and (4) the impact of OTPDPs in STEM education on teacher employment. The sample consisted of 36 teachers. An OTPDP tailored to STEM education was designed to help participants develop professional skills. This study adopted a qualitative type of research, which was a single case study. Data were collected through interviews, videotapes, and lesson plans. The data were analyzed using content analysis. Participants had positive perceptions about OTPDPs. They stated that the OTPDP helped them plan and teach STEM better and gain pedagogical and content knowledge. It also allowed them to acquire technological self-efficacy. They also noted that OTPDPs helped teachers develop the skills that would make them more likely to be employed in the future. The results indicate that technological self-efficacy and Internet access are of paramount importance for effective OTPDPs.
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    Teachers' views on the effect of STEM education on the labor market
    (Frontiers Media Sa, 2023) Akcan, Ahmet Tayfur; Yildirim, Bekir; Karatas, Ali Rauf; Yilmaz, Mustafa
    IntroductionThis paper explores teachers' views on the impact of STEM education on the labor market. This study focused on teachers' views to investigate STEM education and the labor market and the relationship between the two. MethodsThe sample consisted of 32 teachers from different branches. Participants were recruited using purposive convenience sampling. This paper adopted a qualitative case study research design. Qualitative data were collected using a semi-structured interview form. The qualitative data were analyzed using inductive content and descriptive analysis. ResultsParticipants stated that STEM education offered new fields of work, promoted entrepreneurship, and increased job opportunities. They also noted that STEM education helped reduce social costs. They emphasized that STEM education made participants happy, prevented brain drain, and reduced social problems. On the other hand, they also noted that STEM education could lead to technological unemployment. The descriptive analyses showed that STEM education had a positive impact on employment, a reduction in social costs, and a positive impact on underemployment. In light of the results, we made recommendations for future research.