Teacher intention to transfer ICT training when integrating digital technologies in education: The teacher transfer of ICT training model (TeTra‐ICT).

TEACHER training; EDUCATIONAL technology; INFORMATION & communication technologies; KNOWLEDGE transfer; TEACHER effectiveness; PRIMARY education; SECONDARY education

The aim of this study is to propose a new structural model for how teachers transfer their ICT training (TeTra‐ICT), shedding light on the factors that tend to affect their intention to integrate digital technologies in educational practices as well as train their colleagues. The proposed model exploits training programme design characteristics and ICT‐related individual factors. A total of 117 new ICT instructors for primary and secondary education teachers in Greece were evaluated. The instructors participated in a national Teacher Training Programme on applying ICT in education. Results indicate significant effects of individual (ICT‐related self‐efficacy in teaching) and programme design characteristics (platform's ease of use, support, content, and resources) on the teachers' final motivation and intention to transfer their ICT knowledge and skills. The model also reveals significant correlations between individual and training characteristics, the teachers' post‐training self‐efficacy for transferring skills and their perception of the usefulness of the training programme. The examined constructs explain 86% of the variance in teacher intentions to transfer their ICT knowledge and skills, and 72% of their perception of the usefulness of the training programme. Interestingly, while there were no gender differences in individual ICT‐related characteristics, women expressed significantly higher values than men in their perception of the usefulness of training, self‐efficacy, motivation, and intention to transfer. [ABSTRACT FROM AUTHOR]

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