Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
| Autor: | Christoff Hische, Andreas Lachner, Katharina Scheiter, Iris Backfisch, Frank Loose |
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| Rok vydání: | 2020 |
| Předmět: |
Professional knowledge
media_common.quotation_subject Educational technology Code (semiotics) Education ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Mathematics education Quality (business) Expectancy-value theory Mathematics instruction Content knowledge Lesson plan media_common |
| Zdroj: | Learning and Instruction. 66:101300 |
| ISSN: | 0959-4752 |
| DOI: | 10.1016/j.learninstruc.2019.101300 |
| Popis: | In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction. |
| Databáze: | OpenAIRE |
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