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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Vydané v:	Learning and instruction Ročník 66; s. 101300
Hlavní autori:	Backfisch, Iris, Lachner, Andreas, Hische, Christoff, Loose, Frank, Scheiter, Katharina
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Elsevier Ltd 01.04.2020
Predmet:	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
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