Trainee Teachers’ Intention to Incorporating ICT Use into Teaching Practice in Relation to their Psychological Characteristics: The Case of Group-based Intervention

AbstractPersonality traits and other psychological variables have been found to influence the use of technology as well as group functioning and effectiveness. In this study it is hypothesized that the Big Five Inventory (BFI) personality traits and psychological variables are related to teachers’ willingness to incorporate ICT into their teaching practices, as well as to within group interactions and outcome. The study employs a pre- and post- intervention research design, consisted of a training program in ICT in Education offered to a sample of 109 undergraduate trainee teachers which was divided into experimental (homogenous & heterogeneous) and control groups based on their personality traits and psychological characteristics, in order to examine the significance of these traits’ configuration in work groups, their intention to incorporate ICT into their future teaching practice and the quality of within group cooperation. Preliminary results revealed individual differences concerning gender and anxiety as well as group differences in favour of heterogeneous groups