Akademik Veri Yönetim Sistemi
Teacher Educator, cilt.61, sa.2, ss.209-233, 2026 (Scopus)
In this technological era, every teacher should be able to use instructional technology effectively in their lessons. Efficient use of instructional technologies in learning environments depends on teachers’ technological pedagogical content knowledge (TPACK) self-efficacy and practical skills. This study aims to investigate the effects of designing inquiry-based learning environments on a virtual platform and implementing them in real classroom environments on teachers’ TPACK self-efficacy, TPACK practical skills, and their views about technology integration in learning environments. This study is based on a convergent mixed-methods design. In the current study, 11 in-service 7th-grade science teachers attended a 5-day workshop and designed their own inquiry-based learning environments on the virtual platform. After that, they implemented the learning environments in their real classrooms. Data were gathered through TPACK self-efficacy and TPACK practical questionnaires as quantitative scales and semi-structured interviews as qualitative data. The findings of this study revealed that designing inquiry-based learning environments on the virtual platform and implementing them in real classrooms positively impresses teachers’ TPACK self-efficacy and practical skills, and their views about technology integration in learning environments. In order to enable teachers to use and integrate technology in their classes by increasing their self-efficacy and practical skills for using it efficiently, TPACK-based professional development programs can be organized.