Recommendations for the conceptual design of professional development programmes for teachers on the use of digital media

For a reflective and purposeful use of information and communication technology (ICT) in and out of the classroom, school teachers need to be equipped with the necessary knowledge and skills. In addition to improving the technical infrastructure in schools, opportunities for support need to be provided. However, teachers at German schools have shown low participation rates in professional development activities concerning ICT related teaching and learning, which may indicate a lack of alignment with real needs. This article addresses teachers' preferences for topics and organizational design criteria of teachers' professional development regarding ICT use and reports results of a survey with secondary school teachers (N = 238). To obtain an information base for tailored results for the target group, a latent profile analysis utilizing technological and technological pedagogical knowledge, self-efficacy, and media use, yielded three profiles. The profiles were compared in their preferences for professional development. Results revealed a wide range of proposed topics by the teachers as well as the need for differential design of teacher professional development regarding ICT. Recommendations for the conceptual design of professional development programmes for teachers on the use of digital media are presented.