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Participation in online cooperative professional development: Factors to consider and activities to practice
The Teaching of Mathematics, XXII (2019) no. 2, p. 49 Cet article a éte moissonné depuis la source eLibrary of Mathematical Institute of the Serbian Academy of Sciences and Arts

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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.
Classification : 97C60, 97D40 : C69, D49
Keywords: Computer self-concept, online collaborative professional development, perspective taking, technology innovation framework. 
@article{TM2_2019_XXII_2_a1,
     author = {Djordje M. Kadijevich},
     title = {Participation in online cooperative professional development: {Factors} to consider and activities to practice},
     journal = {The Teaching of Mathematics},
     pages = {49 },
     year = {2019},
     volume = {XXII},
     number = {2},
     language = {en},
     url = {http://geodesic.mathdoc.fr/item/TM2_2019_XXII_2_a1/}
}
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Djordje M. Kadijevich. Participation in online cooperative professional development: Factors to consider and activities to practice. The Teaching of Mathematics, XXII (2019) no. 2, p. 49 . http://geodesic.mathdoc.fr/item/TM2_2019_XXII_2_a1/