A study on technological pedagogical content knowledge experiences of primary teachers throughout blended teacher professional development program

The purpose of this study was to examine the effectiveness of blended professionaldevelopment program focused TPACK on the TPACK development of primary schoolteachers. An embedded mixed method design was be used, and it is a design in which onedata set provides a supportive, secondary role in a study based primarily on the other dataset.The participants of the study were 24 primary school teachers living in Trabzon. Thestudy comprised three major phases: scale development, pre-study and survey, mixedmethod design including quantitative and qualitative phases. In the quantitative phase ofthe study, an one group experimental research design was concluded. The seminars inblended professional development program which supported by web 2.0 sharingenvironment (Facebook group) were carried out with through face-to-face and online withactive participation of relevant field experts. Interviews and observations, diaries and scalewere used to collect data.As a result of the research, data yielded from interviews and self-report surveyindicated that all participants developed increased perceived TPACK knowledge and skillswith respect to their subject matter and pedagogical approaches. According to the results ofthis research, it has been obvious that the seminars in blended professional developmentprogram were effective on TPACK development of primary school teachers. Participants?views on the blended teacher professional development were positive. It has beendetermined that blended professional development program which supported by web 2.0environment may be carried out with through face-to-face and online with activeparticipation of relevant field expert to development of TPACK.Keywords: Technology Integration in Education, Technological Pedagogical ContentKnowledge Development, Development of Technological PedagogicalContent Knowledge, Blended Professional Development, ProfessionalDevelopment of Teachers