A blended in-service training program design for developing technopedagogical skills in teaching English

In this research, a blended in-service training program for developing technopedagogical skills in teaching English was designed and tested. 12 lecturers working in an intensive English language program at a state university formed the study group in the research in which the design-based research model was utilized. During the design process and after the literature review, expectations of the administrators, teaching staff and students about technology integration in the school where the research was conducted were identified. The program that was designed according to the principles of adult education, social constructivism and blended learning was later improved based on the views of specialists from different areas, tested for 10 weeks in the 2018-209 academic year fall semester, and evaluated by the participants. Questionnaire forms, semi-structured interviews, materials that were produced by the participants, face-to-face video sessions and a research diary were utilized as data collection tools. The collected data were analyzed using descriptive statistics, descriptive analysis, and content analysis. At the end of the research, it was concluded that the participants found opportunities for interaction, collaboration, discussion, and hands-on practice when an eclectic teacher training model combined with the principles of adult education, social constructivism and blended learning was utilized, and that the participants found effective trainer support and all of their needs were met.