Investigating the contribution of eTwinning projects to classroom teachers' professional general competencies

This study examines the views of primary school teachers participating in eTwinning projects regarding their professional competencies within the scope of general teaching qualifications. A correlational survey model was used to determine the relationship between variables related to the contribution of eTwinning projects to general professional competencies. Data were collected using the snowball sampling method from teachers who had participated in at least one eTwinning project. The data, gathered through a questionnaire developed by the researcher, were analyzed using the SPSS program. The findings indicate that teachers perceive eTwinning projects as contributing significantly not only to competencies such as planning instruction, creating educational environments, managing the teaching and learning process, and assessment and evaluation, but also to skills such as technological proficiency, collaboration, creativity. When the results were examined in terms of various variables, significant differences were observed based on gender, educational background, number of projects, foreign language proficiency, and receipt of a quality label award. In conclusion, eTwinning projects emerge as an effective platform that enhances primary school teachers' professional competencies and supports their professional development.