Please use this identifier to cite or link to this item: http://dx.doi.org/10.23668/psycharchives.2686
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dc.rights.licenseCC-BY-SA 4.0-
dc.contributor.authorBackfisch, Iris-
dc.contributor.authorLachner, Andreas-
dc.contributor.authorHische, Christoff-
dc.contributor.authorLoose, Frank-
dc.contributor.authorScheiter, Katharina-
dc.contributor.otherLeibniz-Institut für Wissensmedienger
dc.contributor.otherUniversity of Tübingenen
dc.coverage.temporal2017-05:2018:03-
dc.date.accessioned2020-01-09T12:23:01Z-
dc.date.available2020-01-09T12:23:01Z-
dc.date.issued2020-
dc.identifier.urihttps://hdl.handle.net/20.500.12034/2300-
dc.description.abstractIn 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.en
dc.description.abstractDataset 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.en
dc.description.sponsorshipThe research was supported by the Federal Ministry of Education and Research in Germany (BMBF) under contract number 01JA1611. Iris Backfisch is a doctoral student at the LEAD Graduate School & Research Network [GSC1028], funded by the Excellence Initiative of the German federal and state governments.en
dc.language.isoeng-
dc.publisherPsychArchivesen
dc.relation.isreferencedbyhttps://doi.org/10.1016/j.learninstruc.2019.101300-
dc.relation.urihttps://doi.org/10.1016/j.learninstruc.2019.101300-
dc.relation.urihttp://dx.doi.org/10.23668/psycharchives.2687-
dc.rightsopenAccessen
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/-
dc.subjecteducational technologyen
dc.subjectexpertise researchen
dc.subjectprofessional knowledgeen
dc.subjectexpectancy-value theoryen
dc.subjectmathematics teachingen
dc.subject.ddc150-
dc.titleProfessional Knowledge or Motivation? Investigating the Role of Teachers’ Expertise on the Quality of Technology-Enhanced Lesson Plans [Dataset]en
dc.title.alternativeDataset for: Professional Knowledge or Motivation? Investigating the Role of Teachers’ Expertise on the Quality of Technology-Enhanced Lesson Plansen
dc.typeresearchDataen
zpid.sourceinfo.journaltitleLearning and Instructionen
zpid.sourceinfo.volume66-
zpid.sourceinfo.publisherElsevier-
wgl.wglcontributorIWMger
wgl.wglsubjectPsychologieger
wgl.wglsubjectErziehung, Schul- und Bildungswesenger
dc.description.curationself-archiveden
zpid.sourceinfo.articlenumber101300-
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