Analysing the Effect of eTwinning Projects on Teachers' Critical Thinking Disposition

The purpose of this research was to examine the impact of eTwinning projects on teachers' critical thinking dispositions based on teachers' perspectives regarding various variables. Designed as a sequential explanatory mixed-methods research, this study employed both survey and case study models. The sample consisted of 340 teachers working in public and private schools in Malatya during the 2021-2022 academic year. Among these teachers 158 were selected using criterion sampling method, i.e. participation in eTwinning projects as the key criterion, while the remaining 182 teachers were chosen through simple random sampling. Additionally, 15 participants who participated in eTwinning projects were interviewed to explore their views regarding the contribution of these projects to critical thinking. Data were collected using the Marmara Critical Thinking Dispositions Scale and semi-structured interviews. The findings revealed a statistically significant difference in critical thinking disposition scores between teachers who participated in eTwinning projects and those who did not. Teachers participated to eTwinning projects demonstrated high levels of critical thinking disposition. Regarding the contribution of eTwinning projects to critical thinking, participants highlighted that these projects “enable original thinking while avoiding dogmatism", “enable being result-oriented, and to make perceive, analyse and evaluate accurately" and "help students acquire scientific research skills". These results indicate that eTwinning projects make a significant contribution to the development of teachers' critical thinking skills.