Abstract

Pathway to innovation can be shaped more effectively if teachers are provided with the necessary knowledge and skills. Encouraging teachers to develop a growth mindset is also crucial in helping them become pioneers of change. This study aims to investigate how online information and communication technologies training affects the Technological Pedagogical Content Knowledge competencies and the use of innovative pedagogical practices among English as a Foreign Language teachers in Türkiye. For this purpose, explanatory sequential mixed-methods research was adopted. In this regard, a quasi-experimental one-group pre-test post-test design was employed, in which quantitative data were collected first, followed by an explanatory qualitative phase based on a phenomenological design. The study was guided by the Teaching for Understanding curriculum design framework and the Kirkpatrick evaluation model. In the needs analysis phase, 74 English teachers were contacted via social media, and 20 of them who were working in different schools across Türkiye were selected based on the criterion sampling method for training. Quantitative data obtained in the study were analysed using Wilcoxon matched-pairs signed-rank test, while qualitative data were analysed through content analysis. It was observed that the training helped teachers become more innovative, creative, self-confident, and open to learn. Teachers were eager to apply their new knowledge; however, they faced contextual challenges such as inadequate technical facilities, student profiles, and economic conditions, which limited the full implementation of their skills. Despite these challenges, teachers reported positive outcomes from even the limited use of information and communication technologies. Based on these results, the study recommends continuous professional development programs, cooperative learning communities, and administrative support for long-term impact and sustainable change. Further longitudinal studies are suggested to better assess the long-term impact on teaching practices.

Keywords

References

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