Sahin, ErhanSari, UgurSen, Omer Faruk2025-01-212025-01-2120241871-18711878-0423https://doi.org/10.1016/j.tsc.2023.101439https://hdl.handle.net/20.500.12587/25485This study examined the impact of a 10-month STEM professional development (PD) program on 25 teachers working with gifted students. The program aimed to enhance pedagogical knowledge and competencies. Findings indicated significant positive improvements in teachers' STEM selfefficacy, computational thinking, and entrepreneurship skills. The PD program also had a direct positive influence on the quality of lesson plans. The study suggests that effective PD design should incorporate scientific inquiry, engineering design processes, computational thinking, entrepreneurship skills, and the development of teachers' self-efficacy for successful implementation of PD outcomes in STEM education.eninfo:eu-repo/semantics/closedAccessSTEM PD; Gifted education; STEM self-efficacy; Computational thinking; EntrepreneurshipArticle5110.1016/j.tsc.2023.1014392-s2.0-85179616709Q1WOS:001137261200001Q1