Abstract

This qualitative study examines the impact of eTwinning projects on teachers' professional development. To accomplish this, a phenomenological research design was utilized. Participants included nine teachers from various branches working at different levels in the Western Black Sea region. Data collection was conducted using a semi-structured interview form developed by the researcher. An inductive content analysis and a descriptive analysis were performed to analyze the obtained data. According to the research findings, eTwinning projects contribute to the professional development of teachers by enriching their digital competencies, developing the four basic skills in foreign language learning, improving the diversity of materials, and supporting interdisciplinary cooperation, among other things.

Keywords

References

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