|Title:||Professional Knowledge or Motivation? Investigating the Role of Teachers’ Expertise on the Quality of Technology-Enhanced Lesson Plans [Dataset]|
|Other Titles:||Dataset for: Professional Knowledge or Motivation? Investigating the Role of Teachers’ Expertise on the Quality of Technology-Enhanced Lesson Plans|
|Abstract:||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.|
Dataset for: Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, 101300. https://doi.org/10.1016/j.learninstruc.2019.101300.
|Appears in Collections:||Research Data|
|Data_ProfKnowledge-Or-Motivation_191202.sav||523,17 kB||SPSS data file||Download|
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