Digitalization-related teacher training-analyses of relationships with teacher and school characteristics and of perceived success by teachers in Germany

Due to the advancing digital transformation and the resulting challenges for schools and teaching, the significance of teachers' digitalization-related professional development is increasing. This paper focuses on the question of how possible prerequisites for participation in digitization-related professional development are related to actual participation and what successes of these trainings the teachers themselves perceive. This is investigated based on representative teacher and school data from the International Computer and Information Literacy Study (ICILS 2018) for the 8th grade in Germany. The supply-use model of influencing factors of professionalization by Lipowsky and Rzejak's (2021) was used as a theoretical framework in this instance. The findings show that the school context in particular (e.g., digitalization-related priorities of school management, teacher cooperation, IT equipment of the school) but not the prerequisites concerning the individual teachers (professional experience with digital media and digitalization-related components of the training) are related to the frequency of participation in digitalization-related professional development. The perceived success of the professional development, which was surveyed via the teachers' assessments, can be seen both at the level of the teachers themselves in terms of their attitudes and assessed competencies regarding digital media and at the level of teaching regarding the use of digital media and the emphatic promotion of 'digital' competencies among the students.