Experiences from collaboration between information technologies teacher and classroom teacher candidates orientated by the technology-supported instruction

Nowadays, it is expected that, firstly, teachers have the necessary technological skills and, secondly, that the teachers have the information necessary to use these skills in an educational environment. Over recent years, the appearance of the Technological Pedagogical Content Knowledge approach has become more important in teacher training as this approach gives a teacher the necessary technological information and teaching methods. In this study, within the scope of the integration of technology into the learning, and by characterizing Computer Education and Instructional Technologies Department graduates as mentors, a process based on the collaboration of graduates from this department working as technology mentor to those in the classroom teaching programme. In this way, it was expected that, due to the two-way interaction, the teaching candidates in the classroom teacher training programme would show development in terms of Technological Pedagogical Content Knowledge. It was also thought that teaching candidates from the Computer Education and Instructional Technologies Department would have a clearer understanding of what was expected from them in the context of integration of technology into the learning. The research carried out was planned as a case study. In this collaboration based on integration of technology into the learning, the teacher candidates within the study designed the technology-supported lessons that will be using in the field placement of the classroom teacher candidates. In this way, experience in technology-supported learning was provided for the teacher candidates in the classroom teacher programme. As a result, due to the communication between the teachers, a positive increase was seen in the classroom teaching programme candidates? Technological Pedagogical Content Knowledge level. Teaching candidates from the Computer Education and Instructional Technologies Department were able to have tangible experiences about the role they will take on in the future in the context of integration of technology into the learning and improve their awareness of this. It was seen that interaction and experiment stemming from the discussion and sharing of theoretical information and the transformation of this into application were factors.