TPB
Azjen and Fishbein further developed their model to understand and predict behaviour and described a theory that actually could explain the reasons why persons perform or not perform a certain behaviour. They discovered the importance of behaviour intention for actual performance.
When people have a strong intention to perform a certain behaviour the possibility that they actually will perform the behaviour is increasing. But how could the intention be influenced? What determines the intention of people to behave in a certain manner.
In recent years the theory developed and more determinants were added at the list. Following a short description of the different aspects
Behaviour beliefs
If educators actually use ICT to educate their students and them selves depends on their attitude and their beliefs associated with using ICT. Central in a process of change to ICT supported education, is the belief that technology should not replace the teacher but rather must be seen as a tool to assist the teacher. (Pedretti et al (1999) in Mumtaz, 2006). Tondeur et al (2008) analyzed the relationship between teachers’ educational beliefs and their approach to ICT use in their classroom. They found that attitudes, computer experience and computer training had rather low impact on the use of computers in the classroom. According to Tondeurs et al (2008) a teacher’s belief consists of a mix of generalisations, opnions, values and expectations. These mix determines teachers’ planning, decision-making and behaviour in the classroom, like the computer use in the classroom. Their study indicates that teachers with a constructivist beliefs and traditional beliefs show a higher and more divers computer use. Mosely & Higgins (1999, in Mumtaz, 2006) found in their research on characteristics of teachers that teachers who have positive attitudes towards ICT itself, are positive towards the use of ICT in the classroom. Teachers who see students as learners rather than recievers of instruction and believe technology uses are valuable, tend to stimulate student’s use of ICT while learning (Ottenbreit-Leftwich, Glazewski, Newby, & Ertmer, 2010, Niederhausen & Stoddart, 2001).
Normative beliefs
Quiet often the teacher gets the opportunity to enroll in training programs and/or courses offered by the institution where he or she is employed. This is denoted by the term formal professionalism. In addition to this formal program, it is possible for educators to participate in courses through self-directed informal learning (Zijlstra & Meerman, 2011).
In this 21st century where society rapidly is chancing to a knowledge-based society demand a new approach to education, within a framework of Lifelong learning. The European commission difines Lifelong learning as “ all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence within a personal, civic social and/or employment-related perspective” (ESEA, 2007). There are various ways for lifelong learning.
The first possibility of lifelong learning is learning with peers in professional learning communities (Gallagher, Griffin, Ciuffetelli Parker, Kitchen, & Figg, 2011) (Siadaty, et al., 2012). The second possibility for lifelong learning is, lifelong learning with the use of open educational resources like MOOC’s. Open educational resources are digitized educational resources that are freely available for use by educators and learners, without an accompanying need to pay royalties or license fees (West & Victor, 2011).
Efficacy beliefs
Despite all the opportunities teachers have to professionalize themselves, it seems necessary to describe a top-down demand to the teachers to perform this professionalization. Many teachers professionalize themselves in their own field of profession (craftsmanship), but professionalism in educational field hasn’t got their attention. Why is this? On the other hand there is rather a large group of teachers who are educating themselves in the field of educational professionalization. They discuss in small groups potential new forms of education and dare to bring the innovations in their own education. What drives these teachers? Which trait do they have that they are busy with educational development, often in the evenings and weekends?
When people have a strong intention to perform a certain behaviour the possibility that they actually will perform the behaviour is increasing. But how could the intention be influenced? What determines the intention of people to behave in a certain manner.
In recent years the theory developed and more determinants were added at the list. Following a short description of the different aspects
Behaviour beliefs
If educators actually use ICT to educate their students and them selves depends on their attitude and their beliefs associated with using ICT. Central in a process of change to ICT supported education, is the belief that technology should not replace the teacher but rather must be seen as a tool to assist the teacher. (Pedretti et al (1999) in Mumtaz, 2006). Tondeur et al (2008) analyzed the relationship between teachers’ educational beliefs and their approach to ICT use in their classroom. They found that attitudes, computer experience and computer training had rather low impact on the use of computers in the classroom. According to Tondeurs et al (2008) a teacher’s belief consists of a mix of generalisations, opnions, values and expectations. These mix determines teachers’ planning, decision-making and behaviour in the classroom, like the computer use in the classroom. Their study indicates that teachers with a constructivist beliefs and traditional beliefs show a higher and more divers computer use. Mosely & Higgins (1999, in Mumtaz, 2006) found in their research on characteristics of teachers that teachers who have positive attitudes towards ICT itself, are positive towards the use of ICT in the classroom. Teachers who see students as learners rather than recievers of instruction and believe technology uses are valuable, tend to stimulate student’s use of ICT while learning (Ottenbreit-Leftwich, Glazewski, Newby, & Ertmer, 2010, Niederhausen & Stoddart, 2001).
Normative beliefs
Quiet often the teacher gets the opportunity to enroll in training programs and/or courses offered by the institution where he or she is employed. This is denoted by the term formal professionalism. In addition to this formal program, it is possible for educators to participate in courses through self-directed informal learning (Zijlstra & Meerman, 2011).
In this 21st century where society rapidly is chancing to a knowledge-based society demand a new approach to education, within a framework of Lifelong learning. The European commission difines Lifelong learning as “ all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence within a personal, civic social and/or employment-related perspective” (ESEA, 2007). There are various ways for lifelong learning.
The first possibility of lifelong learning is learning with peers in professional learning communities (Gallagher, Griffin, Ciuffetelli Parker, Kitchen, & Figg, 2011) (Siadaty, et al., 2012). The second possibility for lifelong learning is, lifelong learning with the use of open educational resources like MOOC’s. Open educational resources are digitized educational resources that are freely available for use by educators and learners, without an accompanying need to pay royalties or license fees (West & Victor, 2011).
Efficacy beliefs
Despite all the opportunities teachers have to professionalize themselves, it seems necessary to describe a top-down demand to the teachers to perform this professionalization. Many teachers professionalize themselves in their own field of profession (craftsmanship), but professionalism in educational field hasn’t got their attention. Why is this? On the other hand there is rather a large group of teachers who are educating themselves in the field of educational professionalization. They discuss in small groups potential new forms of education and dare to bring the innovations in their own education. What drives these teachers? Which trait do they have that they are busy with educational development, often in the evenings and weekends?