Title: Psychological and pedagogical issues in ICT teachers' training and development

Authors: Fotini Paraskeva, Sarantos Psycharis, Aikaterini Papagianni, ΗaraBouta

Addresses: Department of Technology Education and Digital Systems, University of Piraeus, 80, Karaoli & Dimitriou Street, Piraeus 185 34, Greece. ' Department of Education, University of Aegean, Rhodes 85100, Greece. ' School Counselor of 1st Department of Athens, Greece. ' Department of Technology Education and Digital Systems, University of Piraeus, Greece

Abstract: The integration of Information and Communication Technologies (ICT) in educational practice has been the focus of scientific research in a number of studies. Some researchers have argued that this integration will make ICT an additional educational tool (|traditional research|), while some others have begun to explore individual beliefs that teachers hold about this subject (|more recent research|). Drawing on psychological issues, the present study is based on the findings of extensive research into the individual and psychological factors that may affect teachers| performance in the implementation of an |in-service programme on ICT| in education. The study explores the relationships between Computer Self-Efficacy (CSE), Locus of Control (LoC) and professional development of secondary education teachers. Using data from 271 in-service secondary education teachers| undergoing training, the findings indicate that there is a significant correlation between the variables: Internal/External LoC, CSE and Occupational Values (OccV). Proposals for further academic research are discussed in order to investigate more psychological factors and perceptions of ICT applications in educational practice.

Keywords: ICT teacher training; computer self-efficacy; CSE; locus of control; LoC; professional development; career development; information technology; communications; educational technology; secondary education; psychological factors.

DOI: 10.1504/IJKL.2007.015560

International Journal of Knowledge and Learning, 2007 Vol.3 No.2/3, pp.329 - 341

Published online: 29 Oct 2007 *

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