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...

Full description

Bibliographic Details

Published in:	Learning and instruction Vol. 66; p. 101300
Main Authors:	Backfisch, Iris, Lachner, Andreas, Hische, Christoff, Loose, Frank, Scheiter, Katharina
Format:	Journal Article
Language:	English
Published:	Elsevier Ltd 01.04.2020
Subjects:	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 Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!