The Role of School Context on Teacher Learning and Professional Development

Research output: Chapter in Book/Report/Conference proceedingConference contribution


This paper reports on social and organizational factors that influence teacher learning with regard to technology. Specifically, the study investigates the role that school contextual elements such as local values, structures, resources, and processes play in facilitating or impeding the professional growth of teachers. Findings of the study indicate that encouragement for participation in professional development, collegial sharing and administrative support facilitate teacher learning. Unsatisfactory access to technological resources and lack of technical and pedagogical support, however, impede teacher efforts for instructional change.
Original languageEnglish (US)
Title of host publicationProceedings of Society for Information Technology & Teacher Education International Conference 2003
EditorsCaroline Crawford, Niki Davis, Jerry Price, Roberta Weber, Dee Anna Willis
Place of PublicationAlbuquerque
PublisherAssociation for the Advancement of Computing in Education (AACE)
Number of pages4
ISBN (Print)9781880094471
StatePublished - 2003
Externally publishedYes


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