EXPERIENCES OF QUALIFIED TEACHERS OF THE FUTURE IN THE SCOPE OF AN INTERNATIONAL ETWINNING PROJECT
Abstract
The aim of robust social learning networks such as eTwinning, which is a part of Erasmus internationality programs, is to foster and promote the creation and development of awareness for respect, tolerance and understanding by ensuring the integration of young people from different countries and cultures through dialogue. Phenomenological research design, one of the qualitative research methods, was used in this research in which the experiences of teacher candidates regarding the eTwinning project were analyzed. The focus of the transnational collaboration was that student teachers from different cultures use eTwinning’s secure and safe digital platform, Twinspace, to contribute to their cultural, personal and professional development and competences through eTwinning activities. The study group of the research represents 30 (4 males, 26 females) student teachers studying in Turkey (2 universities), Italy (1 university), Germany (1 university) and France (1 university). Participants were between the ages of 18-24. A semi-structured interview form (Google Form) developed by the researchers was used for the qualitative data collection tool. Content analysis method was used for data analysis. The student teachers researched, analyzed and compared their teacher training systems of the four project countries, to identify the skills and cultural differences required as a pre-service primary school teacher in the 21st century.
Keywords
eTwinning, 21st century skills, pre-service teacher, transnational collaboration.
References
- Acar, P. (2021) Sınıf öğretmenlerinin eTwinning ile ilgili görüşlerinin incelenmesi. Yüksek lisans tezi, Fırat Üniversitesi Eğitim Bilimleri Enstitüsü. Elazığ.
- Acar, S., & Peker, B. (2021). What are the purposes of teachers for using the eTwinning platform and the effects of the platform on teachers? Acta Didactica Napocensia, 14(1), 91-103.
- Avcı, F. (2021). Çevrim içi bir öğrenme ortamı olarak etwinning platformuna ilişkin öğretmenlerin görüş ve değerlendirmeleri. Cumhuriyet Uluslararası Eğitim Dergisi, 10 (1), 1-22.
- Camilleri, R. (2016) Global education and intercultural awareness in eTwinning, Cogent Education, 3:1, 1210489, https://doi.org/10.1080/2331186X.2016.1210489
- Castek, J., Leu Jr, D. J., Coiro, J., Gort, M., Henry, L. A., & Lima, C. (2007). Developing new literacies among multilingual learners in the elementary grades. Mediated learning environments for young English learners: Connections in and out of school. Mahwah, NJ: Lawrence Erlbaum Associates, 111-153.
- Christensen, B. L., Johnson, R. B., & Turner, L. A. (2015). Research methods, design and analysis (12th Edt.). Harlow: Rearson Education Limited.
- Çetin Cengiz, D., & İzci, E. (2021). eTwinning projelerine katılan öğrencilerin teknolojik yeterliliklerinin gelişimine yönelik veli algıları. Diyalektolog Ulusal Hakemli Sosyal Bilimler Dergisi, 12(28), 89–108.
- Dağhan, G., Nuhoğlu Kibar, P., Menzi Çetin, N., Telli, E., & Akkoyunlu, B. (2017). Bilişim teknolojileri öğretmen adaylarının bakış açısından 21. yüzyıl öğrenen ve öğretmen özellikleri. Eğitim Teknolojisi Kuram ve Uygulama, 7 (2), 215-235. DOI: 10.17943/ etku.305062.
- Demir, N. (2019). Multi-dimensional foreign language education: The case of an eTwinning project / (Master's thesis). Karadeniz Technical University / Institute of Social Sciences. Trabzon.
- EUA. European University Association (2018). Learning and teaching in Europe’s universities. An EUA position paper. https://eua.eu/resources/publications/340:learning-and-teaching-ineurope%E2%80%99s-universities-an-eua-position-paper.html (ver. 23.03.2020).
