Regarding the use of ICT, studies invoke teacher cooperation as an essential facilitating factor for the successful integration of ICT in schools (Law & Chow, 2008; Schulz-Zander & Eickelmann, 2010; Strudler & Hearrington, 2008). Results point towards a significant difference in cooperative practices across different countries (Fraillon, Ainley, Schulz, Friedman & Gebhardt, 2014). However, it remains unclear which conditions constitute the foundation for ICT-related teacher cooperation. Using the data set of the international study ICILS 2013, the presentation focuses on this research question. By means of regression analyses, this contribution examines different relevant hindering and supportive conditions regarding ICT-related teacher cooperation. Representative data derived from the teacher survey of five European ICILS participant countries with different extents of technology use in schools serve as a data basis. Teacher cooperation as the dependent variable is looked at with respect to its correlation with related factors like the teachers’ use of computers, their self-reported competencies towards integrating technologies in teaching and towards their participation in advanced training courses or their perceptions of their schools’ prioritization towards using technologies in pedagogical contexts. Furthermore, the age and gender of the teachers are included as background variables. Results show that factors supporting and hindering teacher cooperation reveal similitarities and some differences in the relevance of the above-mentioned aspects. Advanced training courses on sharing and evaluating of digital resources, for instance, as well as positive views on the use of computers have a significant, positive impact on collaborative activities in all considered educational systems. By contrast, the teachers’ use of computers in class and their self-efficacy regarding the cooperation with others on the basis of a joint use of resources does not have a significant impact in most countries.

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