Please use this identifier to cite or link to this item:
|Title:||Professional Development and Teacher Change: A Longitudinal Investigation of Teacher Generative Growth|
|Publisher:||Lawrence Erlbaum Associates|
|Citation:||Mouza, C. (2004). Professional Development and Teacher Change: A Longitudinal Investigation of Teacher Generative Growth. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 364-371). Santa Monica, CA: Lawrence Erlbaum Associates.|
|Abstract:||The purpose of this study is to investigate teacher generative growth as a result of participation in a research-based professional development program on the use of technology. Specifically, the study investigates the ways in which teachers integrated and extended the key facets of the program two years after its completion with particular emphasis on a) individual teacher characteristics, b) school contextual factors, and c) key components of professional development. The paper focuses on the elements of success in longitudinal technology integration, rather than on the inhibitors to such technology adoption. Therefore, while the investigation draws on case study research of eight teachers, the center of attention remains on the one exemplary teacher who exhibited the maximum characteristics of long-term professional growth. Results indicate that participation in professional development fostered increased technological knowledge and awareness, sustained use of technology integration into classroom instruction, and generation of more elaborate beliefs on the role of technology in teaching and learning. Finally, key findings from this study are incorporated into a framework for articulating teacher generative change.|
|Appears in Collections:||ICLS 2004|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.