Abstract—The national program of ICT in Israel emphasizes
the professional development of teacher trainers in ICT and
pedagogical innovation. The purpose of the study is to identify
the scale components of teacher trainers' professional
development in ICT. The research used quantitative method. 53
teacher trainers of a training program participated in the study.
Subjects filled in a self-report questionnaire about their
satisfaction from the training course and pedagogy and content
knowledge self-efficacy. Exploratory and confirmatory factor
analysis found the questionnaire in total valid and reliably
explaining the characteristics of the training program and the
contribution of five latent factors that are recommended to be
components of teacher trainers' professional development in
ICT scale: Applicative knowledge, learning process, teaching
strategies, time management, and learning environment. The
conclusion of the study is that a recommended model for
professional development of teacher trainers in ICT will include
these five components, while observing the development in a
two-dimensional way: one – from simple to the complex, and
two – from external to internal. Future research is
recommended to continue and develop the professional
development scale, and increase its validity through increasing
the number of items collected from the literature, from joint
discussions between teacher trainers and researchers, and from
interviews with teacher trainers.
Index Terms—ICT, professional development, teacher trainers.
N. Choresh is with the Academic College in Wingate, Israel (e-mail: email@example.com).
N. Magen-Nagar is with the Gordon College of Education, Israel. She is also with the School of Education in Bar-Ilan University, Israel (e-mail: firstname.lastname@example.org).
Cite: Noa Choresh and Noga Megen-Nagar, "Identifying the Scale Components of Teacher Trainers' Professional Development in ICT," International Journal of Information and Education Technology vol. 7, no. 7, pp. 518-524, 2017.