Linking Professional Development to Teacher Learning and Practice: A Multi-Case Study Analysis of Urban Teachers
Journal of Educational Computing Research Volume 34, Number 4, ISSN 0735-6331
This study describes and analyzes the pedagogical activities of two professional development models aimed at helping teachers effectively integrate technology in their classrooms. Most importantly, it investigates the impact of those activities on teacher learning and practice. Results of the study provide empirical evidence that links key components of professional development to changes in teacher knowledge, practices, and beliefs. Specifically, findings of the study indicate that both professional development models enabled participating teachers to: a) improve their technology proficiency, b) understand how to use technology as an instructional tool, c) incorporate technology into their professional and instructional practices, and d) reinforce and reconsider their beliefs toward teaching with technology. The study also offers much needed insights into the process by which teacher learning and change occur. The results of this study have significant implications for the design of in-service programs on the use of technology. They also include implications for policy and future research. (Contains 6 tables, 4 figures, and 11 footnotes.)
Mouza, C. (2006). Linking Professional Development to Teacher Learning and Practice: A Multi-Case Study Analysis of Urban Teachers. Journal of Educational Computing Research, 34(4), 405-440.
Cited ByView References & Citations Map
Debra R Sprague, Anastasia Kitsantas, Beverly Shaklee, Maria Katradis, Jessica Turner & Amie Weinberg, George Mason University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2730–2735
Jacob Sanchez, Rutgers, the State University of New Jersey, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2690–2693
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