The Interplays Between Teachers’ Self-Efficacy and Problem-Solving Competence in Technology-Mediated, Open-Ended Professional Development

  • Hui-Chen Durley
  • Xun Ge


This chapter is a report of a study conducted to explore the development of teachers’ technology-integration self-efficacy in an open-ended professional development (PD) environment. Six elementary teachers participated in problem-solving activities (i.e., collaboratively and independently) related to technology integration. Using videos to present authentic problems often encountered by teachers in their classrooms, the PD focused on technology-supported, authentic problem solving in an instructional context involving English learners (ELs, i.e., students whose home languages are not English). Think-aloud protocols were employed to explore teachers’ PD experiences regarding their problem-solving competence and self-efficacy in technology integration. Post-PD interviews were conducted to understand how group collaboration influenced individual judgments for technology integration. The results revealed that technology-integration self-efficacy and problem-solving competence influenced each other. This study implies that teacher PD should focus on supporting discursive interactions and real case scenarios to foster teachers’ problem-solving competence and enhance their positive self-efficacy in technology integration for everyday classroom problem solving.


Collective intelligence Competence Collaboration Open-ended learning environments Problem solving Professional development Self-efficacy Technology integration 


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Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  • Hui-Chen Durley
    • 1
  • Xun Ge
    • 2
  1. 1.Oklahoma City Public SchoolsOklahoma CityUSA
  2. 2.University of OklahomaNormanUSA

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