Adıgüzel, TufanKaya, M. H.Bulut, M. A.Mete, Sinem EmineNalkesen-Akin, Yeşim2024-01-242024-01-242023-041309-517Xhttp://hdl.handle.net/10679/9084https://doi.org/10.30935/cedtech/12987For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.enginfo:eu-repo/semantics/openAccessAttribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/Article15200110567560000610.30935/cedtech/12987Cognitive presenceK-12Learning communityPractical inquiry modelProfessional development2-s2.0-85151488202