This study deals with relevant components of a technology innovation framework suitable for the examination of online collaborative professional development. By using a sample of 55 lower-secondary mathematics teachers and 155 primary school teachers, this study examined the relationships among teachers' intention to participate in online collaborative professional development (OCPD), their perspective taking, and their computer self-concept. It was found that while this intention was positively related to computer self-concept, perspective taking could positively relate to this intention only indirectly through computer self-concept. It was also found that, among three OCPD activities used to describe the intention, the activity of cooperatively analyzing videos of lessons given was preferred least by all these teachers. Implications for research are also included.
Keywords:
Computer self-concept / online collaborative professional development / perspective taking / technology innovation framework
TY - JOUR
AU - Kadijević, Đorđe
PY - 2019
UR - http://ipir.ipisr.org.rs/handle/123456789/304
AB - This study deals with relevant components of a technology innovation framework suitable for the examination of online collaborative professional development. By using a sample of 55 lower-secondary mathematics teachers and 155 primary school teachers, this study examined the relationships among teachers' intention to participate in online collaborative professional development (OCPD), their perspective taking, and their computer self-concept. It was found that while this intention was positively related to computer self-concept, perspective taking could positively relate to this intention only indirectly through computer self-concept. It was also found that, among three OCPD activities used to describe the intention, the activity of cooperatively analyzing videos of lessons given was preferred least by all these teachers. Implications for research are also included.
PB - Društvo matematičara Srbije, Beograd
T2 - Teaching of Mathematics
T1 - Participation in online cooperative professional development: Factors to consider and activities to practice
EP - 57
IS - 2
SP - 49
VL - 22
UR - conv_697
ER -
@article{
author = "Kadijević, Đorđe",
year = "2019",
abstract = "This study deals with relevant components of a technology innovation framework suitable for the examination of online collaborative professional development. By using a sample of 55 lower-secondary mathematics teachers and 155 primary school teachers, this study examined the relationships among teachers' intention to participate in online collaborative professional development (OCPD), their perspective taking, and their computer self-concept. It was found that while this intention was positively related to computer self-concept, perspective taking could positively relate to this intention only indirectly through computer self-concept. It was also found that, among three OCPD activities used to describe the intention, the activity of cooperatively analyzing videos of lessons given was preferred least by all these teachers. Implications for research are also included.",
publisher = "Društvo matematičara Srbije, Beograd",
journal = "Teaching of Mathematics",
title = "Participation in online cooperative professional development: Factors to consider and activities to practice",
pages = "57-49",
number = "2",
volume = "22",
url = "conv_697"
}
Kadijević, Đ.. (2019). Participation in online cooperative professional development: Factors to consider and activities to practice. in Teaching of Mathematics
Društvo matematičara Srbije, Beograd., 22(2), 49-57.
conv_697
Kadijević Đ. Participation in online cooperative professional development: Factors to consider and activities to practice. in Teaching of Mathematics. 2019;22(2):49-57.
conv_697 .
Kadijević, Đorđe, "Participation in online cooperative professional development: Factors to consider and activities to practice" in Teaching of Mathematics, 22, no. 2 (2019):49-57,
conv_697 .
