Özet:

To ensure quality and efficiency in education and enhance its standards, it is necessary to create educational environments within the lifelong learning framework where teachers can develop both professionally and personally. In pursuit of this goal, the Teacher Information Network (TIN), a digital distance education platform, has been developed by the Ministry of National Education (MNE) and made available for teachers. The primary objective of the TIN platform is to contribute to the professional development of teachers and increase the effectiveness of the teaching-learning processes. The realization of this objective is contingent upon the quality of the TIN platform. Therefore, it is crucial to investigate answers to questions such as whether TIN meets the needs of teachers in terms of professional development training, whether TIN is designed with sufficient hardware qualifications, and what challenges teachers face in using TIN. In the literature, there have been a limited number of studies related to TIN. In these studies, the opinions of teachers from different branches, such as Turkish language and classroom teaching, regarding the useful and deficient aspects of TIN have been examined. However, these studies have not explored the knowledge levels of teachers about TIN, the purposes of using TIN, the frequency of usage, and the types of training received from the platform. Yet, with multidimensional research involving teachers from various branches, insights into the needs and deficiencies related to TIN can be identified during its developmental phase, and recommendations for the improvement of this platform can be proposed. TIN has been made available to teachers of Religious Culture and Ethics (RCE) as well as vocational courses for imam hatip. Teachers of RCE and imam hatip vocational courses can seize the opportunity to receive quality education from the TIN platform and design efficient religious education. This is because the professional development of teachers and the corresponding training play a crucial role in providing quality religious education. Consequently, it becomes important to examine the views of RCE and imam hatip vocational course teachers regarding TIN. A research examining the opinions of teachers of RCE and vocational courses for imam hatip about TIN has not been encountered in the literature. This situation has been considered a deficiency. Within this framework, this research was conducted to determine, evaluate, and contribute to the development of TIN by exploring the views of teachers of RCE and imam hatip vocational courses regarding TIN. Being one of the first studies on TIN, the research is valuable in shedding light on the needs, deficiencies, and expectations related to the platform. The study is designed according to the qualitative methods and the case study pattern.

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