Impact of digitalization-related STEM in-service teacher trainings in cooperation with out-of-school student labs on teachers’ professional knowledge, self-efficacy and technology commitment

The results of the pre-post comparison indicate a positive effect on all analyzed dimensions of self-assessed professional knowledge. No significant differences were found regarding participants' self-efficacy and technology commitment. Additionally, participants' prior technology commitment was already high and remained consistently high after intervention. This is confirmed by the results observed in the comparison group. The pretest values of the intervention group were significantly higher than those of the comparison group in the dimensions of self-assessed professional knowledge, technology commitment, and self-efficacy. Similar results were observed when posttest data of the intervention group were compared with those of the comparison subgroup comprising participants who had previously participated in other digitalization-related teacher trainings.