[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588172-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588172-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","what-are-the-purposes-of-teachers-for-using-the-etwinning-platform-and-the-effects-of-the-platform-on-teachers","WHAT ARE THE PURPOSES OF TEACHERS FOR USING THE eTWINNING PLATFORM AND THE EFFECTS OF THE PLATFORM ON TEACHERS?","","Qualitative case study research investigates the purposes of teachers using the eTwinning platform and evaluates its effects on teachers. Fifteen volunteer teachers implemented eTwinning projects that received quality labels. Data were gathered via a semi-structured interview form and analyzed through content analysis. Results show teachers use eTwinning for project creation, participation in online courses, professional growth, and collaboration. The platform contributes to both personal and professional development and can shift teachers’ perspectives on the profession.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/what-are-the-purposes-of-teachers-for-using-the-etwinning-platform-and-the-effects-of-the-platform-on-teachers/588172/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/what-are-the-purposes-of-teachers-for-using-the-etwinning-platform-and-the-effects-of-the-platform-on-teachers/588172.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the eTwinning platform contribute to teachers’ professional development?","Question",{"text":63,"@type":64},"Teachers use the platform for professional development through participating in online courses, collaborating with colleagues, and engaging in project-based activities. The study concludes it provides significant personal and professional contributions.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What purposes do teachers have for using eTwinning?",{"text":68,"@type":64},"Teachers primarily use eTwinning to make projects, participate in online courses, contribute to their professional development, and collaborate with others.",{"name":70,"@type":61,"acceptedAnswer":71},"How was the study conducted and analyzed?",{"text":72,"@type":64},"The study used a qualitative case study design with 15 volunteer teachers. Data were collected using a semi-structured interview form and analyzed with content analysis methods.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588172,1792190234,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","WHAT ARE THE PURPOSES OF TEACHERS FOR USING THEETWINNING PLATFORM AND THE EFFECTS OF THE  \nPLATFORM ON TEACHERS?  \nSema ACAR, Bilge PEKER  \nAbstract: This study is a qualitative case study research, determining the purposes of teachers to use the eTwinning platform and to examine the effects of the platform on teachers. The study group consisted of 15 volunteer teachers who carried out eTwinning projects rewarded with quality labels. In the study, the data were obtained through a semi-structured interview form, and the content analysis method was used in the data analysis. According to the results obtained, it was concluded that teachers used the eTwinning platform in order to make projects, participate in online courses, contribute to their professional development and collaborate. The platform has a great contribution to teachers both personally and professionally. As a result, it is obvious that theeTwinning platform is very useful for teachers. The platform is so effective that it contributes to the professional and personal development of teachers, and even changes their perspective on the profession.  \nKey words: eTwinning, Information and communication technologies, Online collaboration, Online learning, Teacher, Personal development, Professional development  \n1. Introduction  \nWith the development of information and technology, many innovations have occurred around the world. Technological devices and fast internet access have led to globalization and enabled people, ideas and cultures to interact. Now we can meet with people who are kilometers away and communicate with people from countries we have never been to. These rapid developments have affected educational institutions as in all areas of life. In parallel with these developments, learning environments have become more dynamic and the roles of teachers and students have changed. Now, the teacher is not the person who only conveys information, and also only learning the information isnot enough for the student. Kuran (2002) stated that teachers should be problem-solving people who have sufficient knowledge, open to learning, develop themselves, keep up with the change and development in the society before the student. Also, students should be trained as individuals who can use the information they learn in real life and who have advanced skills such as innovation, creativity and leadership.  \nWith the introduction of Information and Communication Technologies (ICT) into the classroom, learning has gone beyond the classroom environment and has become independent of time and space. Accordingly, it has become an obligation for teachers to have the skills to use the information and communication technologies effectively and to improve themselves in this regard. In this context, eTwinning provides a highly effective platform for teachers to improve themselves.  \neTwinning is a platform which promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) and offers opportunities for free and continuing online Professional Development for educators. It was launched in 2005 as the main action of the European Commission’s e-learning Programme, and it has been integrated into Erasmus+, the European programme for Education, Training, Youth and Sport, since 2014. Its Central Support Service is operated by European Schoolnet, an international partnership of 34 European Ministries of Education and supported at national level by 38 National Support Services. It is also available in 28  \nlanguages and offers news, professional development opportunities and examples of successful projects (eTwinning, 2020). Therefore, the platform provides a very wide online learning environment. Duncan Howell (2010) stated that online learning environments provide valuable opportunities for teachers' professional development. eTwinning offers teachers the opportunity to collaborate with colleagues from different cities and countries, along with vario","cbCail3WSy0hfmgm","https://ap.wps.com/l/cbCail3WSy0hfmgm","pdf",339592,13,"English","# Introduction\n## Background: ICT and changing teacher roles\n## What is eTwinning and its structure\n## Purpose of eTwinning for teachers and students","[{\"question\":\"How does the eTwinning platform contribute to teachers’ professional development?\",\"answer\":\"Teachers use the platform for professional development through participating in online courses, collaborating with colleagues, and engaging in project-based activities. The study concludes it provides significant personal and professional contributions.\"},{\"question\":\"What purposes do teachers have for using eTwinning?\",\"answer\":\"Teachers primarily use eTwinning to make projects, participate in online courses, contribute to their professional development, and collaborate with others.\"},{\"question\":\"How was the study conducted and analyzed?\",\"answer\":\"The study used a qualitative case study design with 15 volunteer teachers. Data were collected using a semi-structured interview form and analyzed with content analysis methods.\"}]","WHAT ARE THE PURPOSES OF TEACHERS FOR USING THE eTWINNING PLATFORM AND THE EFFECTS OF THE PLATFORM ON TEACHERS? | PDF",1792064681,33]