Preparation of teacher professional development training course programme for science teachers' technology integration development and the evaluation of its efficiency: Sample of Fatih Project study

This study has been done to determine the teacher professional development needs of science teachers, and preparing, applying and evaluating the in-class reflection to fulfill these needs intended for solving problems during the progress of applying FATIH Project. The method of this work is mixed approach method which is supported by qualitative and quantitative research technics. During the progress of determining the needs of Teacher Profesional Development Programme (TPDP), 434 Science teachers from 22 cities and 7 regions that based on Turkish Statistical Institute datum, and during the applying and other stages 20 Science and Technology teachers from a town of Van create the sample of this study. During the field type scans of between the years of 2010-2016 that include the progress of applying FATIH Project until today totally 142 works encountered both abroad and in Turkey. Determining the stuation studies compose most of the work. The studies done focused on detecting the problems and current situation rather than solution advices. The most notable emphasis among the results of the researches is that teachers graduated from the university without enough information about this project, the TPD Programme of Ministry of Education is not enough, teachers haven't got enough knowledge about this Project and so it is expressed that teachers haven't taken the necessary education to apply this project. On the other hand, it is evident that we have limited works about international technology organizations (ISTE, NEST, UNESCO, etc.) which can contribute to FATIH Project and solve the problems encountered. In this study, acquisitions have been noted about the needs of science teachers to get maximum efficiency from FATİH Project when developed countries aplications towards BIT integration and the problems the teachers encounter, during the application of the project; are considered. Activities which shall improve these acquisitions have been prepared. After pilot and main applications, TPD Programme has been prepared and applied for the problems science teachers suffer from. By various evaluation means and in many ways, all dimensions of the TPDP in question have been evaluated to learn how and to what extend it is efficient. (day-end evaluation survey, investigator diaries, pre and final success tests, interviews, general evaluation of TPDP etc.). During the process science teachers were observed about how they reflected their acquired knowledge to students in classes via two observation scales. As a result, a specific model for our country is developed for FATIH Project technology integration and education of teachers. It is observed that teachers used the technology more efficiently and there were increases on level of competence. It is expressed that the application of TPD Programme to other teachers would be usufel for their professional and pedogical development. So concerns are suggested that TPD Programme should be applied to other teachers.