Professional Knowledge or Motivation? Investigating the Role of Teachers’ Expertise on the Quality of Technology-Enhanced Lesson Plans [Dataset]
Dataset for: Professional Knowledge or Motivation? Investigating the Role of Teachers’ Expertise on the Quality of Technology-Enhanced Lesson Plans
Author(s) / Creator(s)
Backfisch, Iris
Lachner, Andreas
Hische, Christoff
Loose, Frank
Scheiter, Katharina
Other kind(s) of contributor
Leibniz-Institut für Wissensmedien
University of Tübingen
Abstract / Description
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.
Keyword(s)
educational technology expertise research professional knowledge expectancy-value theory mathematics teachingPersistent Identifier
Date of first publication
2020
Temporal coverage
2017-05 to 2018-03
Publisher
PsychArchives
Is referenced by
Citation
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Data_ProfKnowledge-Or-Motivation_191202.csvCSV - 15.91KBMD5: ed535928ae9e2204bea5087e7dd00bb1
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Data_ProfKnowledge-Or-Motivation_191202.savSPSS data file - 535.72KBMD5: 54e5151c5d1fc6624da70d8c865f3891
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There are no other versions of this object.
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Author(s) / Creator(s)Backfisch, Iris
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Author(s) / Creator(s)Lachner, Andreas
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Author(s) / Creator(s)Hische, Christoff
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Author(s) / Creator(s)Loose, Frank
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Author(s) / Creator(s)Scheiter, Katharina
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Other kind(s) of contributorLeibniz-Institut für Wissensmedienger
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Other kind(s) of contributorUniversity of Tübingenen
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Temporal coverage2017-05:2018-03
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PsychArchives acquisition timestamp2020-01-09T12:23:01Z
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Made available on2020-01-09T12:23:01Z
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Date of first publication2020
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Abstract / DescriptionIn 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
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Abstract / DescriptionDataset 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
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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
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/2300
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.2686
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Language of contenteng
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PublisherPsychArchivesen
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Is referenced byhttps://doi.org/10.1016/j.learninstruc.2019.101300
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Is related tohttps://doi.org/10.1016/j.learninstruc.2019.101300
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Is related tohttps://doi.org/10.23668/psycharchives.2687
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Keyword(s)educational technologyen
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Keyword(s)expertise researchen
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Keyword(s)professional knowledgeen
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Keyword(s)expectancy-value theoryen
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Keyword(s)mathematics teachingen
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Dewey Decimal Classification number(s)150
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TitleProfessional Knowledge or Motivation? Investigating the Role of Teachers’ Expertise on the Quality of Technology-Enhanced Lesson Plans [Dataset]en
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Alternative titleDataset for: Professional Knowledge or Motivation? Investigating the Role of Teachers’ Expertise on the Quality of Technology-Enhanced Lesson Plansen
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DRO typeresearchDataen
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Leibniz institute name(s) / abbreviation(s)IWMger
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Leibniz subject classificationPsychologieger
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Leibniz subject classificationErziehung, Schul- und Bildungswesenger