Views of science teachers about eTwinning projects

In this research, it is aimed to examine the views of science teachers who have quality labels about eTwinning projects in depth. In order to examine the obtained data in depth, the case study model, one of the qualitative research methods, was used in the research. While choosing the study group, the criterion sampling method, which is one of the purposive sampling methods, was preferred, and it was aimed to reveal information-rich situations. For this reason, among the science teachers who have the characteristics we have determined as criteria, eight science teachers who have the quality label, each working in a different city or a different settlement, in different projects and in different school facilities, have been studied on a voluntary basis. Since each participant is seen as a separate case, holistic multiple case study was preferred among the case study designs. The data of the research was collected by the researcher through a semi-structured interview form prepared to determine the participants' views on eTwinning projects. The obtained findings were analyzed by content analysis method. The findings obtained as a result of the study were examined under the themes of "perceptions regarding eTwinning projects", "reasons for participation in eTwinning projects", "benefits of eTwinning projects", "problems and solutions related to eTwinning projects" and "recommendations regarding trainings about eTwinning projects". As a result of the analyzes made on the first theme, it has been determined that the participants perceive eTwinning projects as a platform where they can realize contemporary and constructivist teaching approaches, provide the technological development of teachers and students, strengthen their positive affective features and communication, and also contribute to their academic studies. As a result of the analyzes related to the second theme, it was concluded that the participants stated that they participated in eTwinning projects because they provided project-based work opportunities, supported professional, personal and student development, aroused curiosity and were applicable. As a result of the analyzes on the third theme, it was determined that the participants stated that eTwinning projects contributed to the development of 21st century skills, technology use knowledge and foreign language knowledge, both for teachers and students. In addition, the participants emphasized that eTwinning projects contribute to professional development for teachers and to increase academic success for students. As a result of the analyzes related to the fourth sub-theme, it was determined that the participants experienced problems such as lack of time, internet and technology, indifference of the project partners, workload of the project studies, unrequited project work, inexperience at the beginning of the project, and not getting enough support. Regarding these problems, the participants should consider eTwinning projects as extracurricular exercise or as an elective course, determine the purpose of the projects very well, give a budget to eTwinning projects to enable teacher mobility, create projects under the coordination of active eTwinners, make projects with partners from different branches, and eTwinning projects. They suggested that in-service trainings be given on their projects. As a result of the analyzes regarding the fifth sub-theme, it was determined that the participants received different trainings during the eTwinning project process. It was determined that the participants made training suggestions about the project initiation process, lesson plan preparation process, content creation process, subject, and theme determination process, learning to use web 2.0 tools, and coming up with different project ideas. EBA online, eTwinning learning platform, Provincial MEMs, European Schoolnet, School Education Gateway, UDS content development experts, have been determined to recommend the trainings given by experienced eTwinners.