The increasing availability of new technologies in an ever more digitalized world has gained momentum in practically all spheres of life, making technology-related skills a key competence not only in professional settings. Thus, schools assume responsibility for imparting these skills to their students, and hence to future generations of professionals. In so doing, teachers play a key role with their competences in using new technologies constituting an essential prerequisite for the effective implementation of such skills. As models of school development and school effectiveness found teacher professionalization to be a key element with regards to student achievement as well as teachers’ in-class use of new technology, the present research project conducts secondary analyses using data from the IEA International Computer and Information Literacy Study 2013 (ICILS 2013) regarding internal and external teacher professionalization. Particular emphasis is placed on the implementation of new technologies in class in a comparison between the education systems of Germany and the Czech Republic. A Latent Class Analysis serves the purpose of establishing a teacher typology with regards to technology-related professional development. This typology is subsequently used for further analyses of additional factors that show a correlation with the teachers’ use of computers in class. These include the teachers’ ICT self-efficacy and their emphasis on teaching ICT skills. The results show two different types of teachers across both countries. Teachers who participate in professional development use computers more frequently in class, put more emphasis on teaching ICT skills and have a stronger sense of ICT self-efficacy. When comparing teachers in Germany and the Czech Republic, teachers in Germany who participate in professional development consider themselves more ICT self-efficient, while teachers in the Czech Republic use computers more often and put more emphasis on teaching ICT skills compared with their colleagues in Germany.

中文翻译：

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教师参与有关在课堂上实施新技术的专业发展：对教师的潜在课堂分析以及与计算机使用，ICT自我效能的关系以及对ICT技术技能的重视

在日益数字化的世界中，新技术的日益普及在几乎所有生活领域中都获得了动力，使与技术相关的技能不仅在专业环境中成为一项关键能力。因此，学校有责任将这些技能传授给学生，从而传授给后代的专业人员。在这种情况下，教师在运用新技术方面的能力发挥了关键作用，构成了有效实施此类技能的必要前提。随着学校发展和学校效能的模型发现，教师专业化是学生成就以及教师在课堂上使用新技术的关键要素，本研究项目使用IEA 2013年国际计算机和信息素养研究（ICILS 2013）中有关内部和外部教师专业化的数据进行二级分析。在德国和捷克共和国的教育系统之间进行比较时，特别强调在课堂上实施新技术。潜在类别分析的目的是建立与技术相关的专业发展方面的教师类型学。此类型随后用于进一步分析其他因素，这些因素显示与教师在课堂上使用计算机的相关性。其中包括教师的ICT自我效能以及对教授ICT技能的重视。结果显示了两国的两种不同类型的教师。参与专业发展的教师在课堂上会更频繁地使用计算机，更加注重教授ICT技能，并对ICT的自我效能感更强。在比较德国和捷克共和国的老师时，参与专业发展的德国老师认为自己的ICT效率更高，而捷克共和国的老师比德国的同事更经常使用计算机，更加注重教授ICT技能。