Code

Professional Knowledge or Motivation? Investigating the Role of Teachers’ Expertise on the Quality of Technology-Enhanced Lesson Plans [Code]

Code 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.
Code 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 teaching

Persistent Identifier

Date of first publication

2020

Publisher

PsychArchives

Is referenced by

Citation

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 [Code]. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.2687
  • Author(s) / Creator(s)
    Backfisch, Iris
  • Author(s) / Creator(s)
    Lachner, Andreas
  • Author(s) / Creator(s)
    Hische, Christoff
  • Author(s) / Creator(s)
    Loose, Frank
  • Author(s) / Creator(s)
    Scheiter, Katharina
  • Other kind(s) of contributor
    Leibniz-Institut für Wissensmedien
    ger
  • Other kind(s) of contributor
    University of Tübingen
    en
  • PsychArchives acquisition timestamp
    2020-01-09T13:25:21Z
  • Made available on
    2020-01-09T13:25:21Z
  • Date of first publication
    2020
  • 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.
    en
  • Abstract / Description
    Code 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
  • Sponsorship
    The 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
  • Citation
    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 [Code]. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.2687
    en
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/2301
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.2687
  • Language of content
    eng
  • Publisher
    PsychArchives
    en
  • Is referenced by
    https://doi.org/10.1016/j.learninstruc.2019.101300
  • Is related to
    https://doi.org/10.23668/psycharchives.2686
  • Is related to
    https://doi.org/10.1016/j.learninstruc.2019.101300
  • Keyword(s)
    educational technology
    en
  • Keyword(s)
    expertise research
    en
  • Keyword(s)
    professional knowledge
    en
  • Keyword(s)
    expectancy-value theory
    en
  • Keyword(s)
    mathematics teaching
    en
  • Dewey Decimal Classification number(s)
    150
  • Title
    Professional Knowledge or Motivation? Investigating the Role of Teachers’ Expertise on the Quality of Technology-Enhanced Lesson Plans [Code]
    en
  • Alternative title
    Code for: Professional Knowledge or Motivation? Investigating the Role of Teachers’ Expertise on the Quality of Technology-Enhanced Lesson Plans
    en
  • DRO type
    code
    en
  • Leibniz institute name(s) / abbreviation(s)
    IWM
    ger
  • Leibniz subject classification
    Psychologie
    ger
  • Leibniz subject classification
    Erziehung, Schul- und Bildungswesen
    ger