Enhancing middle school science education: Evaluating a competency-based STEM training program for teachers

This study investigates the feasibility of improving science teaching quality in middle schools by enhancing teachers' Pedagogical Content Knowledge (PCK) through targeted professional development. In response to the growing demand for effective Science, Technology, Engineering, and Mathematics (STEM) education, the study examines the impact of a competency-based STEM training program on teachers' PCK and science teaching competencies. Grounded in a quasi-experimental design, the study involved 48 junior high school teachers in Oman, randomly assigned to experimental (n = 24) or control (n = 24) groups. Data were analyzed using t -test and MANOVA, with pre- and post-test scores from the Teachers' PCK of STEM Test (TPCKST), revealing significant improvements (p < 0.05) in PCK among teachers in the experimental group compared to the control group. These findings demonstrate the potential of targeted, context-specific professional development programs in enhancing teaching quality. The study recommends integrating STEM-focused training into teacher education and in-service programs to advance STEM education and help science educators develop.