You are here:

The Role of School Context on Teacher Learning and Professional Development
PROCEEDINGS

, Educational Testing Service, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper reports on social and organizational factors that influence teacher learning with regard to technology. Specifically, the study investigates the role that school contextual elements such as local values, structures, resources, and processes play in facilitating or impeding the professional growth of teachers. Findings of the study indicate that encouragement for participation in professional development, collegial sharing and administrative support facilitate teacher learning. Unsatisfactory access to technological resources and lack of technical and pedagogical support, however, impede teacher efforts for instructional change.

Citation

Mouza, C. (2003). The Role of School Context on Teacher Learning and Professional Development. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2040-2043). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References