TY  - CHAP
AU  - Ovesni, Kristinka
AU  - Radović, Vesna
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/663
AB  - The theoretical rationale for the paper entitled The problems of teacher’s
professional development in ICT context: an andragogical view, by Kristinka
Ovesni and Vera Radović, found in reflections of conceptions that view teachers’
professional development (TPD) in information communication technology context
as an alternative to the traditional process of TPD. A shift from traditional to ICT contexts opens many issues in design, organization, performance, and evaluation
of the process of TPD. Accordingly, the aim of this research is to explore some
features and to identify potential issues in teacher’s usage of and participation
in different professional development activities in ICT context. For this purpose,
the authors adopted quantitative descriptive methodology. The research was
performed online, from August to October 2020, on the population of teachers
employed in primary schools in Republic of Serbia. From data collected from
purposeful sample (N=354), using canonical correlation analysis, authors
distinguished some features of TPD in the ICT context (broadening knowledge,
peer support, time and cost efficiency, availability of resources, enjoyment in
activities), tightly connected to transformative, self–directed nature of teachers
as adult learners, to changed locus of control of learning, and specific TPD in ICT
context related issues (experience of alienation and cyber–bulling, lack of direct
communication with moderators, to feel overwhelmed by information).
PB  - Belgrade : Institute for Educational Research
T2  - Problems and perspectives of contemporary education
T1  - The problems of teacher’s professional development in ICT context: an andragogical view
EP  - 189
SP  - 173
UR  - https://hdl.handle.net/21.15107/rcub_ipir_663
ER  - 

@inbook{
author = "Ovesni, Kristinka and Radović, Vesna",
year = "2021",
abstract = "The theoretical rationale for the paper entitled The problems of teacher’s
professional development in ICT context: an andragogical view, by Kristinka
Ovesni and Vera Radović, found in reflections of conceptions that view teachers’
professional development (TPD) in information communication technology context
as an alternative to the traditional process of TPD. A shift from traditional to ICT contexts opens many issues in design, organization, performance, and evaluation
of the process of TPD. Accordingly, the aim of this research is to explore some
features and to identify potential issues in teacher’s usage of and participation
in different professional development activities in ICT context. For this purpose,
the authors adopted quantitative descriptive methodology. The research was
performed online, from August to October 2020, on the population of teachers
employed in primary schools in Republic of Serbia. From data collected from
purposeful sample (N=354), using canonical correlation analysis, authors
distinguished some features of TPD in the ICT context (broadening knowledge,
peer support, time and cost efficiency, availability of resources, enjoyment in
activities), tightly connected to transformative, self–directed nature of teachers
as adult learners, to changed locus of control of learning, and specific TPD in ICT
context related issues (experience of alienation and cyber–bulling, lack of direct
communication with moderators, to feel overwhelmed by information).",
publisher = "Belgrade : Institute for Educational Research",
journal = "Problems and perspectives of contemporary education",
booktitle = "The problems of teacher’s professional development in ICT context: an andragogical view",
pages = "189-173",
url = "https://hdl.handle.net/21.15107/rcub_ipir_663"
}

Ovesni, K.,& Radović, V.. (2021). The problems of teacher’s professional development in ICT context: an andragogical view. in Problems and perspectives of contemporary education
Belgrade : Institute for Educational Research., 173-189.
https://hdl.handle.net/21.15107/rcub_ipir_663

Ovesni K, Radović V. The problems of teacher’s professional development in ICT context: an andragogical view. in Problems and perspectives of contemporary education. 2021;:173-189.
https://hdl.handle.net/21.15107/rcub_ipir_663 .

Ovesni, Kristinka, Radović, Vesna, "The problems of teacher’s professional development in ICT context: an andragogical view" in Problems and perspectives of contemporary education (2021):173-189,
https://hdl.handle.net/21.15107/rcub_ipir_663 .