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.
Rodríguez et al. (Mon,) studied this question.