Relationships between In-Service Teacher Achievement Motivation and Use of Educational Technology: Case Study with Latvian and Estonian Teachers

Autor/inn/en	Karaseva, Agnese; Pruulmann-Vengerfeldt, Pille; Siibak, Andra
Titel	Relationships between In-Service Teacher Achievement Motivation and Use of Educational Technology: Case Study with Latvian and Estonian Teachers
Quelle	In: Technology, Pedagogy and Education, 27 (2018) 1, S.33-47 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2017.1339633
Schlagwörter	Foreign Countries; Correlation; Goal Orientation; Educational Practices; Educational Technology; Technology Uses in Education; Semi Structured Interviews; Secondary School Teachers; Cross Cultural Studies; Theories; Technology Integration; Comparative Analysis; Mastery Learning; Ability; Teaching Methods; Teacher Attitudes; Interpersonal Relationship; Qualitative Research; Latvia; Estonia + Suchen Sie Ihr Suchwort? Ausland; Korrelation; Zielorientierung; Zielvorstellung; Bildungspraxis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Cultural comparison; Kulturvergleich; Theory; Theorie; Fähigkeit; Fertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Qualitative Forschung; Lettland; Estland
Abstract	This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N = 16) and Estonia (N = 10) revealed that the use of information and communication technology (ICT) in pedagogical work and the ways in which teachers learn ICT-related skills are associated with individual differences in teacher achievement goal orientation. Based on their findings, the authors argue that achievement goal theory is a promising framework for understanding how the integration and application of ICT in teaching happens. Directions for future research and implications for teacher training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01