Evaluation of Teachers' Views on the etwinning Education Model

İbrahim Arıcan; Öznur Tulunay Ateş

Makale detayları

Evaluation of Teachers' Views on the etwinning Education Model

Yazarlar:

İbrahim Arıcan | Öznur Tulunay Ateş

Yayıncı:

Erciyes University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Öğretmen Eğitimi ve Öğretim Vol.5 Issue 2, pp.17-33

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327252

pISSN:

2718-0654

Anahtar kelimeler:

Özet:

 In this study, teachers views on the eTwinning education model were examined. In the study, a case study based on qualitative research approach was conducted. The working group consisted of 14 teachers who continue their teaching profession in the 2022-2023 academic year and are familiar with the eTwinning platform. The study data were collected with a semi-structured interview form; The resulting content was analyzed by the analysis method. At the end of the research, when the opinions of the participants about the eTwinning practices in the school where they work are evaluated, two themes are formed. Under the theme of roles and responsibilities undertaken, it is divided into codes as executive, implementer, participant and guide and guide. In this context, it can be said that most of the participants took the role of guide and guide in the project. Under the theme of teachers achievements, codes have been created to receive feedback from students and parents through surveys, to share information, to ensure the implementation of innovative approaches and to give the school a European quality label. In this case, it can be said that a significant part of teachers apply surveys to students and parents. When the opinions of the participants on the positive and negative aspects of the eTwinning application are examined, the current situation is first revealed. Within the framework of the current situation theme, two codes have been opened as having positive aspects and no negative aspects. A significant part of the participants think that it provides cooperation and communication. Then, it is coded as supporting difference of thought, enabling different experiences to live, enabling different people to come together with different cultures, developing a sense of responsibility and allowing the student to exhibit their talents. It has been observed that most of the participants do not find anything missing in the implementation of eTwinning. In addition, it was possible to divide it into two codes as not being able to access the computer and the internet and not checking the suitability for age groups. When the participants were asked for solutions to the problems that may be experienced in eTwinning applications, it was seen that they first stated the problems they experienced. Most of the participants stated that they had Internet infrastructure problems and the other part stated that they had to find and communicate with overseas partners. Under the theme of solution suggestions, it is listed as solving the infrastructure problems of local governments, being in contact with other project coordinators, providing material and material support and spreading the projects more.

 In this study, teachers views on the eTwinning education model were examined. In the study, a case study based on qualitative research approach was conducted. The working group consisted of 14 teachers who continue their teaching profession in the 2022-2023 academic year and are familiar with the eTwinning platform. The study data were collected with a semi-structured interview form; The resulting content was analyzed by the analysis method. At the end of the research, when the opinions of the participants about the eTwinning practices in the school where they work are evaluated, two themes are formed. Under the theme of roles and responsibilities undertaken, it is divided into codes as executive, implementer, participant and guide and guide. In this context, it can be said that most of the participants took the role of guide and guide in the project. Under the theme of teachers achievements, codes have been created to receive feedback from students and parents through surveys, to share information, to ensure the implementation of innovative approaches and to give the school a European quality label. In this case, it can be said that a significant part of teachers apply surveys to students and parents. When the opinions of the participants on the positive and negative aspects of the eTwinning application are examined, the current situation is first revealed. Within the framework of the current situation theme, two codes have been opened as having positive aspects and no negative aspects. A significant part of the participants think that it provides cooperation and communication. Then, it is coded as supporting difference of thought, enabling different experiences to live, enabling different people to come together with different cultures, developing a sense of responsibility and allowing the student to exhibit their talents. It has been observed that most of the participants do not find anything missing in the implementation of eTwinning. In addition, it was possible to divide it into two codes as not being able to access the computer and the internet and not checking the suitability for age groups. When the participants were asked for solutions to the problems that may be experienced in eTwinning applications, it was seen that they first stated the problems they experienced. Most of the participants stated that they had Internet infrastructure problems and the other part stated that they had to find and communicate with overseas partners. Under the theme of solution suggestions, it is listed as solving the infrastructure problems of local governments, being in contact with other project coordinators, providing material and material support and spreading the projects more.

 In this study, teachers views on the eTwinning education model were examined. In the study, a case study based on qualitative research approach was conducted. The working group consisted of 14 teachers who continue their teaching profession in the 2022-2023 academic year and are familiar with the eTwinning platform. The study data were collected with a semi-structured interview form; The resulting content was analyzed by the analysis method. At the end of the research, when the opinions of the participants about the eTwinning practices in the school where they work are evaluated, two themes are formed. Under the theme of roles and responsibilities undertaken, it is divided into codes as executive, implementer, participant and guide and guide. In this context, it can be said that most of the participants took the role of guide and guide in the project. Under the theme of teachers achievements, codes have been created to receive feedback from students and parents through surveys, to share information, to ensure the implementation of innovative approaches and to give the school a European quality label. In this case, it can be said that a significant part of teachers apply surveys to students and parents. When the opinions of the participants on the positive and negative aspects of the eTwinning application are examined, the current situation is first revealed. Within the framework of the current situation theme, two codes have been opened as having positive aspects and no negative aspects. A significant part of the participants think that it provides cooperation and communication. Then, it is coded as supporting difference of thought, enabling different experiences to live, enabling different people to come together with different cultures, developing a sense of responsibility and allowing the student to exhibit their talents. It has been observed that most of the participants do not find anything missing in the implementation of eTwinning. In addition, it was possible to divide it into two codes as not being able to access the computer and the internet and not checking the suitability for age groups. When the participants were asked for solutions to the problems that may be experienced in eTwinning applications, it was seen that they first stated the problems they experienced. Most of the participants stated that they had Internet infrastructure problems and the other part stated that they had to find and communicate with overseas partners. Under the theme of solution suggestions, it is listed as solving the infrastructure problems of local governments, being in contact with other project coordinators, providing material and material support and spreading the projects more.

 Bu çalışmada, öğretmenlerin eTwinning eğitim modeli hakkındaki görüşlerinin değerlendirilmesi amaçlanmıştır. Çalışmada nitel araştırma yaklaşımına dayanan durum çalışması uygulanmıştır. Çalışma grubunu 2022-2023 eğitim öğretim döneminde öğretmenlik mesleğine devam eden ve eTwinning platformu hakkında bilgi sahibi olan 14 öğretmen oluşturmuştur. Çalışma verileri yarı yapılandırılmış görüşme formuyla toplanmış olup; elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırma sonunda, katılımcıların çalıştıkları okulda yapılan eTwinning uygulamalarına ilişkin görüşleri değerlendirilmiş ve bu görüşler doğrultusunda iki tema oluşturulmuştur. Üstlenilen rol ve sorumluluklar teması; yürütücü, uygulayıcı, katılımcı, rehber ve yol gösterici olarak kodlara ayrılmıştır. Bu konudaki veriler incelendiğinde katılımcıların çoğunun, projede rehber ve yol gösterici rolünü aldığı söylenebilir. Öğretmenlere kazandırdıkları teması altında ise öğrenci ve velilerden anket ile dönüt alma, bilgi paylaşımı sağlama, yenilikçi yaklaşımların uygulanmasını sağlama ve okula Avrupa kalite etiketi kazandırma kodları oluşturulmuştur. Kodlar incelendiğinde öğretmenlerin önemli bir kısmının öğrenci ve velilere anket uyguladığı söylenebilir. Katılımcıların eTwinning uygulamasının olumlu ve olumsuz yönlerine ilişkin görüşleri incelendiğinde öncelikle mevcut durum ortaya konulmuştur. Mevcut durum teması çerçevesinde olumlu yönleri var ve olumsuz yönleri var olarak iki kod açılmıştır. Katılımcıların önemli bir kısmı eTwinning uygulamasının iş birliği ve iletişim sağladığını düşünmektedir. Ardından düşünce farklılığını destekleme, farklı deneyimler yaşamayı sağlama, farklı kişiler ve farklı kültürlerle bir araya gelmelerini sağlama, sorumluluk bilincini geliştirme ve öğrencinin yeteneklerini sergilemesine imkân sağlama olarak kodlara ayrılmıştır. Katılımcıların çoğunun eTwinning uygulamasında eksik bir yön bulmadığı görülmüştür. Bunun yanında bilgisayar ve internete ulaşamama ve yaş gruplarına uygunluğu denetlememe olarak iki koda ayırmak mümkün olmuştur. Katılımcıların eTwinning uygulamalarında yaşanabilecek sorunlarla ilgili çözüm önerileri sorulduğunda ilk olarak yaşadıkları sorunları belirttikleri görülmüştür. Katılımcıların çoğu internet alt yapı sorunu yaşadığını diğer kısmı ise yurtdışı ortağı bulma ve iletişime geçmede sorun yaşadığını belirtmiştir. Çözüm önerileri teması altında da yerel yönetimlerin alt yapı sorunlarını çözmesi, diğer proje yürütücüleriyle iletişim halinde olunması, malzeme ve materyal desteği sağlanması ve projelerin daha çok yaygınlaştırılması olarak sıralanmıştır.

Makale detayları

Evaluation of Teachers' Views on the etwinning Education Model

Yazarlar:

İbrahim Arıcan | Öznur Tulunay Ateş

Yayıncı:

Erciyes University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Öğretmen Eğitimi ve Öğretim Vol.5 Issue 2, pp.17-33

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327252

pISSN:

2718-0654

Teacher

online learning

eTwinning education modelÖğretmen

Çevrim içi öğrenme

eTwinning eğitim modeli

Sayı

Makale detayları

Evaluation of Teachers' Views on the etwinning Education Model

Yazarlar: İbrahim Arıcan | Öznur Tulunay Ateş

Yayıncı: Erciyes University

Ana Başlıklar: Alan Eğitimleri

Dergi: Öğretmen Eğitimi ve Öğretim Vol.5 Issue 2, pp.17-33

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001327252

pISSN: 2718-0654

Teacher

online learning

eTwinning education modelÖğretmen

Çevrim içi öğrenme

eTwinning eğitim modeli

Sayı

Yazarlar:

İbrahim Arıcan | Öznur Tulunay Ateş

Yayıncı:

Erciyes University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Öğretmen Eğitimi ve Öğretim Vol.5 Issue 2, pp.17-33

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327252

pISSN:

2718-0654