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Teacher Professional Development - An Empirical Analysis of ICT-related Teacher Cooperation from a School Improvement Perspective
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, , Institute for School Development Research, TU Dortmund University, Germany

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Abstract: The paper presents selected findings from the German follow-up study (2006-2007) of the IEA-Study Second Information Technology in Education Study, Module 2 (SITES-M2), funded by the German Research Foundation. It is a qualitative and quantitative study based on eleven case studies and was conducted five years after the data collection in SITES-M2 (1999-2002). It identifies supportive and obstructive conditions for intra-school teacher cooperation. One of the main results is a conceptual anchoring of the cooperation. The findings show that the cooperation has to be supported on all levels of the school to become operational, such as the context-, input- and process level. Furthermore, a scale-indicator to measure ICT-related teacher cooperation has been developed.

Citation

Schulz-Zander, R. & Eickelmann, B. (2010). Teacher Professional Development - An Empirical Analysis of ICT-related Teacher Cooperation from a School Improvement Perspective. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1626-1632). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 1, 2022 from .

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