标题：Die Rolle der Lehrerprofessionalisierung für die Implementierung neuer Technologien in den Unterricht – Eine Latent-Class-Analyse zur Identifikation von Lehrertypen
摘要：Insufficient media-related competences constitute a hindering factor for teachers to include digital media in teaching and learning processes. In this context, trainings as well as teacher cooperation provide a basis for teachers' professional development (Drossel et al. 2016; Herzig 2007; Weiß und Bader 2010). The international comparison shows that teachers in Germany rarely partake in these procedures for teacher professionalization (Gerick et al. 2014).Previous findings, however, do not take into consideration that the attitude of professionalization severely differs (Lorenz et al. 2016) which as a consequence probably affects the class-related use of digital media in various ways. The contribution at hand takes up the research matter by using secondary analyses of the teacher data (N= 1.377) from the IEA-study ICILS 2013 (Bos, Eickelmann et al. 2014) and thereby examines – along the theoretical framework model used in the study – whether different teacher types concerning their professionalization can be identified and which connections can be made to the class-related use of digital media as well as to other predicators indicating the media use.A Latent Class Analysis determines two groups: the cautious (85%) as well as the engaged professionalizers (15%). The professionalization of both groups mainly takes places due to internal professionalization, whereby regarding the engaged professionalizers it turns out to be higher. Besides that, engaged professionalizers use digital media more frequently in class, they have a stronger sense of ICT self-efficacy and they put more emphasis on facilitating their students' ICT skills.
关键词：School research; Further Education; competencies
