Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans

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 less...

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Veröffentlicht in:	Learning and instruction Jg. 66; S. 101300
Hauptverfasser:	Backfisch, Iris, Lachner, Andreas, Hische, Christoff, Loose, Frank, Scheiter, Katharina
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Elsevier Ltd 01.04.2020
Schlagworte:	Educational technology Expectancy-value theory Expertise research Mathematics teaching Professional knowledge Expectancy-value theory Mathematics teaching Educational technology Expertise research Professional knowledge
ISSN:	0959-4752, 1873-3263
Online-Zugang:	Volltext
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