Araştırma Makalesi
Yıl 2022,
Cilt: 11 Sayı: 2, 293 - 311, 31.12.2022
Öz
Kaynakça
- 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).
- EUA. European University Association (2019). Continuous development of teaching competences. Thematic Peer Group Report. Learning and Teaching paper 3,Brussels. https://eua.eu/downloads/publications/eua%20tpg%20report%203%20%20continuous%20development%20of%20teaching%20competences.pdf
- European Union (2015). Education & Training 2020 - Schools Policy, Shaping Career-long Perspectives on Teaching. A Guide on Policies to Improve Initial Teacher Education. http://ec.europa.eu/education/library/reports/initial-teachereducation_en.pdf
- Făt, S. (2012). The impact study of eTwinning projects in Romania. In Conference proceedings of. eLearning and Software for Education, 8, (1),152-156. Carol I National Defence University Publishing House.
- Gajek E. (2018). Curriculum integration in distance learning at primary and secondary educational levels on the example of eTwinning projects. Education Sciences, 8(1):1. https://doi.org/10.3390/educsci8010001
- Gençtürk Erdem, E. , Başar, F. B. , Toktay, G. , Yayğaz, İ. H. & Küçüksüleymanoğlu, R. (2021). eTwinning projelerinin öğretmenlerin dijital okuryazarlık becerilerine katkısı . International Journal of Social Sciences and Education Research , 7 (3) , 204-219 . DOI: 10.24289/ijsser.901129
- Kearney, C., & Gras-Velasquez, A. (2015). eTwinning: Ten Years On. Impact on teachers’ practice, skills, and professional development opportunities, as reported by eTwinners. https://www.etwinning.net/eun-files/eTwinningreport_EN.pdf.
- Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The Social Studies, 92(1), 10-15.
- Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber. S. Turan (Çev. Edt.). Nobel Yayınevi.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
- Moustakas, C. (1994). Phenomenological research methods. Sage.
- Recommendation Council (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning Text with EEA relevance. Official Journal of the European Union. Official Journal of the European Union. 2018/C 189.
- Tutkun, Ö. F., & Aksoyalp, Y. (2010). 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (24), 361-371.
- Vanderberghe, R. (2002). Teachers’ professional development as the core of school improvement. International Journal of Educational Research, 37, 653-659.
- Velea, S. (2011). ICT in education: Responsible use or a fashionable practice. The impact of eTwinning action on the education process. In ICVL. Proceedings of the 6th International Conference on Virtual Learning. Bucharest: University of Bucharest Publishing House.
- Yıldırım, A.& Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri, (5. Baskı) Ankara: Seçkin Yayıncılık.
Yıl 2022,
Cilt: 11 Sayı: 2, 293 - 311, 31.12.2022
Öz
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.
Anahtar Kelimeler
eTwinning 21st century skills pre-service teacher transnational collaboration.
Kaynakça
- 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).
- EUA. European University Association (2019). Continuous development of teaching competences. Thematic Peer Group Report. Learning and Teaching paper 3,Brussels. https://eua.eu/downloads/publications/eua%20tpg%20report%203%20%20continuous%20development%20of%20teaching%20competences.pdf
- European Union (2015). Education & Training 2020 - Schools Policy, Shaping Career-long Perspectives on Teaching. A Guide on Policies to Improve Initial Teacher Education. http://ec.europa.eu/education/library/reports/initial-teachereducation_en.pdf
- Făt, S. (2012). The impact study of eTwinning projects in Romania. In Conference proceedings of. eLearning and Software for Education, 8, (1),152-156. Carol I National Defence University Publishing House.
- Gajek E. (2018). Curriculum integration in distance learning at primary and secondary educational levels on the example of eTwinning projects. Education Sciences, 8(1):1. https://doi.org/10.3390/educsci8010001
- Gençtürk Erdem, E. , Başar, F. B. , Toktay, G. , Yayğaz, İ. H. & Küçüksüleymanoğlu, R. (2021). eTwinning projelerinin öğretmenlerin dijital okuryazarlık becerilerine katkısı . International Journal of Social Sciences and Education Research , 7 (3) , 204-219 . DOI: 10.24289/ijsser.901129
- Kearney, C., & Gras-Velasquez, A. (2015). eTwinning: Ten Years On. Impact on teachers’ practice, skills, and professional development opportunities, as reported by eTwinners. https://www.etwinning.net/eun-files/eTwinningreport_EN.pdf.
- Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The Social Studies, 92(1), 10-15.
- Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber. S. Turan (Çev. Edt.). Nobel Yayınevi.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
- Moustakas, C. (1994). Phenomenological research methods. Sage.
- Recommendation Council (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning Text with EEA relevance. Official Journal of the European Union. Official Journal of the European Union. 2018/C 189.
- Tutkun, Ö. F., & Aksoyalp, Y. (2010). 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (24), 361-371.
- Vanderberghe, R. (2002). Teachers’ professional development as the core of school improvement. International Journal of Educational Research, 37, 653-659.
- Velea, S. (2011). ICT in education: Responsible use or a fashionable practice. The impact of eTwinning action on the education process. In ICVL. Proceedings of the 6th International Conference on Virtual Learning. Bucharest: University of Bucharest Publishing House.
- Yıldırım, A.& Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri, (5. Baskı) Ankara: Seçkin Yayıncılık.
Toplam 25 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Research Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2022 |
| Yayımlandığı Sayı | Yıl 2022 Cilt: 11 Sayı: 2 |
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