心理学
数学教育
学校教师
专业发展
认知指导教学
价值(数学)
质量(理念)
教学计划
平面图(考古学)
教师教育
教育学
计算机科学
哲学
考古
认识论
机器学习
历史
作者
Iris Backfisch,Andreas Lachner,Christoff Hische,Frank Loose,Katharina Scheiter
标识
DOI:10.1016/j.learninstruc.2019.101300
摘要
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.
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