Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans |
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| Institution: | 1. The Ohio State University, 29 West Woodruff Avenue, Columbus, OH 43210, USA;2. Central China Normal University, Luoyu Road 152, Wuhan, Hubei 430079, China;1. Department of Education, Korea National University of Education, San 7, Darak-ri, Gangnae-myeon, Cheongwon-gun, Chungbuk 363-791, Republic of Korea;2. Department of Education, Chung-Ang University, 211 Heuksuk-dong, Dongjak-gu, Seoul 156-756, Republic of Korea;1. The Ohio State University, Building 245, 305 Annie and John Glenn Ave, Columbus, OH, 43210, USA;2. The Ohio State University, 29 W. Woodruff Ave, Columbus, OH, 43210, USA;1. Institute for Educational Analysis (IBBW), Heilbronner Str. 172, 70191 Stuttgart, Germany;2. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, 72072 Tübingen, Germany;3. Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany;4. University of Wuppertal, Rainer-Gruenter-Straße 21, 42119 Wuppertal, Germany;5. Department of Psychology, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt, Germany;6. Institute of Educational Sciences, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt, Germany;7. German Institute for International Educational Research Frankfurt, Schloßstr. 29, 60486 Frankfurt, Germany;1. University of Tübingen, Leibniz-Institut für Wissensmedien, Tübingen, Germany;2. Leibniz-Institut für Wissensmedien, Tübingen, Germany;3. University of Tübingen, Germany |
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| Abstract: | 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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| Keywords: | Educational technology Expertise research Professional knowledge Expectancy-value theory Mathematics teaching |
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