Özel okul öğretmenlerinin dijital yeterliklerinin incelenmesi:Hedefe yönelik bir mesleki gelişim programının tasarımı ve uygulanması

This study aimed to investigate the various facets of teachers' digital competencies by identifying areas for improvement and examining the effectiveness of a professional development program, which is designed based on the DigCompEdu framework by Redecker and Punie (2017). A mixed methods research design was employed where the quantitative data were collected from 91 volunteers using an adapted version of the Digital Competence Self-Assessment Scale for Educators (DCSE) by Toker (2021). This scale was used both before (pre-DCSE) and after (post-DCSE) the professional development program. The participants in the study were private school teachers from five different private schools. The results of the pre-DCSE were also used to determine the content of the program. After the professional development program ended, post-DCSE of 15 participants and post-interviews of eight participants who completed the program were analyzed. Pretest-post-test analysis of DCSE revealed no significant difference in participants' digital competency levels; however, qualitative results indicated some positive outcomes after participating in the professional development program, such as a change in perspective, discovering new tools, increasing awareness, curiosity, and confidence about using digital tools. Most teachers in the program declared that they planned to integrate technology into their profession.