Skill or Will? Comprehensive Conceptualization of Technology-Enhanced Teaching and its Relation to Teachers' Professional Knowledge and Motivation.

Autor/in	Backfisch, Iris
Titel	Skill or Will? Comprehensive Conceptualization of Technology-Enhanced Teaching and its Relation to Teachers' Professional Knowledge and Motivation.
Quelle	Tübingen: Universitätsbibliothek Tübingen (2022), 219 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4); PDF als Volltext kostenfreie Datei (5) Link als defekt meldenVerfügbarkeit Dissertation, Eberhard Karls Universität Tübingen, 2020.
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:bsz:21-dspace-1044731
Schlagwörter	Pädagogik; Wissen; Erwartung; Fertigkeit; Fähigkeit; Handlungskompetenz; Psychologie; Selbstwirksamkeit; Akzeptanz; Akzeptanz; Dissertation; Erwartung; Fertigkeit; Lehrer; Lehrerbildung; Motivation; Pädagogik; Psychologie; Technologie; Unterricht; Wert; Wissen; Digitalisierung; Handlungskompetenz; Fähigkeit; Gewinnung; Selbstwirksamkeit; Professionalität; Lehrer; Lehrerbildung; Motivation; Unterricht; Digitalisierung; Technologie; Dissertation; Gewinnung; Professionalität; Wert
Abstract	Politicians and researchers claim that educational technologies offer great potential to enhance teaching quality. However, recent research demonstrated that even when teachers have the relevant technical infrastructure available, they rarely use the potential of technologies for teaching (Fraillon, Ainley, Schulz, Friedman, & Duckworth, 2019). Therefore, researchers investigate and discuss teachers´ professional competence as a central boundary condition for their use of technologies in the classroom (e.g., Scherer, Siddiq, & Tondeur, 2019). However, existing literature has two major weaknesses: First, there is no comprehensive conceptualization of technology integration in the classroom as previous research mostly used survey studies and therefore examined rather distal indicators of technology use. Second, even though there are well-defined models of teachers´ generic professional competencies, there is no comprehensive framework of professional competencies for technology-enhanced teaching. Considering these issues, the present dissertation targeted four aims: first, to provide and apply a reliable and comprehensive conceptualization of technology integration in classrooms; second, to augment the existing body of research with elaborated methodological approaches to enable fine-grained insights into how teachers currently integrate technologies into their teaching; third, to provide a comprehensive framework of teachers´ technology-related professional competencies by establishing a link between previous research on generic professional competencies of teachers and competencies the teachers need for technology-enhanced teaching; and fourth, to disentangle the relative role of the different components of teachers´ professional knowledge and motivation in a comprehensive way. To this end, I conducted, together with colleagues, three empirical studies in which we investigated the relation of teachers´ professional competencies and their technology-enhanced teaching. First, in a quasi-experimental approach I studied the relations of teachers´ competencies and the quality of technology-enhanced lesson plans (N = 94 German teachers varying in their relative expertise; Backfisch et al., 2020a). [...]. (Orig).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2023/1