Investigation of the skills, attitudes, commitment and perceptions of teachers working at eTwinning schools in Türkiye from various perspectives

In this study, it is aimed to examine the perceptions of the teachers working in eTwinning schools across Türkiye, in terms of skills, attitudes, commitment levels, and the contribution of EU projects to the school, within the framework of virtual practice communities, according to various variables and the relations between them, within the quality label criteria. In the research, in which the relational survey model, one of the quantitative research models, was used, data were collected from 405 teachers by answering the online scales by the teachers working in the eTwinning schools of the provinces with the most eTwinning schools in seven regions of Türkiye. The data in the research were "Personal Information Form" prepared by the researcher, "Scale of commitment to the curriculum" developed by Yaşaroğlu and Manav (2015), "Teacher information and communication technologies skill scale" developed by Türel, Özdemir and Varol (2017), Yılmaz and Çelik (2020) and the "Attitude scale towards professional cooperation among teachers" developed by Kesik and Balcı (2016) was obtained by using the "Evaluation scale of EU projects in terms of their contributions to schools", and analysis studies were done via the SPSS 25.0 program. In the research, it was found that the teachers working in eTwinning schools were more committed to the curriculum, secondary school teachers were more committed to the curriculum than primary and pre-school teachers, ICT skill scores, basic equipment operations and personal ICT use scores were in favor of male teachers; ICT usage skills differed in favor of high school teachers and graduate teachers. It has been observed that there is a positive and significant relationship with their skills in using ICT, professional cooperation, perceptions of the contributions of EU projects to schools and the number of eTwinning projects.