Abstract Many researchers are thinking about the best way to insert ICT-devices. The model for task-specific motivation from De Brabander & Martens is a complete model that explains which...Show moreAbstract Many researchers are thinking about the best way to insert ICT-devices. The model for task-specific motivation from De Brabander & Martens is a complete model that explains which factors influence the motivation from people to do something. In this research the beliefs from primary teachers has a central place. It explains why teachers do things, but you cannot predict the ICT-use from teachers when you know what their beliefs are. 220 respondents working in primary schools have had a questionnaire about their ICT experiences in school and their pedagogical beliefs. These data are used in this study. With some different tests is found what the relation is between beliefs, ICT-use and development in ICT-skills. For more specific information are ten people interviewed about ICT-use and professional development. The influence from beliefs on ICT-use is important, but small.Show less
For this research on professionalization activities, twenty Dutch primary school teachers were interviewed through semi-structured interviews. These interviews were analysed using ATLAS.ti. in...Show moreFor this research on professionalization activities, twenty Dutch primary school teachers were interviewed through semi-structured interviews. These interviews were analysed using ATLAS.ti. in order to construct the overall professionalization habitus of the respondents and differences in their habitus with regard to choice conditions (voluntary versus mandatory professionalization), teaching experience (starting, mid-career, senior) and school position (management versus exclusively teaching) were researched. This research has shown that teachers of this sample had an overall positive habitus towards professionalization activities. Both positive and negative feelings teachers experienced were often paired with positive outcomes for the teachers, the pupils and the school. Outcomes for the school and the pupils were experienced more when teachers were involved in non-voluntary professionalization activities. Personal outcomes predominate when teachers engaged in voluntary professionalization activities. When teaching experience is taken into account, senior teachers showed to be different to teachers at the start of their career towards learning activities. Starting teachers were more focused on personal gains and losses whereas senior teachers seemed to be more aware of both positive and negative outcomes for all parties concerned. When school position is taken into account this research showed that teachers in management positions were mainly focused on the outcomes for school where non-voluntary settings are concerned whereas teachers without management positions had a boarder focus on outcomes for all parties concerned. For voluntary settings, all teachers, regardless of their position focused on personal outcomes. The Dutch government has targeted professional development of teachers as a means to improve the quality of education. This research shows that teachers have a positive habitus towards professionalization, but differences in habitus between different groups of teachers should be taken into account when professionalization activities are initiated.Show less
