ICT Teacher Training: Evidence for Multilevel Evaluation from a National Initiative

Autor/inn/en	Davis, Niki; Preston, Christina; Sahin, Ismail
Titel	ICT Teacher Training: Evidence for Multilevel Evaluation from a National Initiative
Quelle	In: British Journal of Educational Technology, 40 (2009) 1, S.135-148 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2007.00808.x
Schlagwörter	Foreign Countries; Professional Development; Teaching Methods; Evaluation; Teachers; Surveys; Information Technology; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Evaluierung; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Informationstechnologie
Abstract	This paper is one of a pair that re-examines the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. Reanalysis of data gathered for the 2004 evaluation uncovers the complexity of such professional development. The effectiveness of contrasting approaches to ICT-related teacher training was analysed using the national survey of 496 trainees and experts' reports on 11 of the 47 training providers. Multilevel evaluation of professional development was shown to be robust for ICT teacher training, including a significant correlation between the views of experts and those of teachers. The presence of the middle level of "organisational support and change" emerged as a particularly discriminating factor, indicating that higher-quality teacher training supports change in the classroom and in the school. Therefore, we recommend that all five of Guskey's levels be consistently adopted for the evaluation of ICT teacher training, and that research should also adopt a multilevel model. A second paper delves deeper to describe and contrast the highest and lowest-rated approaches to ICT teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10