Beyond Rational Choice: How Teacher Engagement with Technology Is Mediated by Culture and Emotions

Autor/in	Perrotta, Carlo
Titel	Beyond Rational Choice: How Teacher Engagement with Technology Is Mediated by Culture and Emotions
Quelle	In: Education and Information Technologies, 22 (2017) 3, S.789-804 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-015-9457-6
Schlagwörter	Technology Uses in Education; Technological Advancement; Adoption (Ideas); Decision Making; Beliefs; Teacher Attitudes; Secondary School Teachers; Semi Structured Interviews; Focus Groups; Foreign Countries; Cultural Differences; Cultural Influences; Psychological Patterns; Emotional Response; Workshops; Comparative Education; Educational Technology; Misconceptions; Logical Thinking; Phenomenology; United Kingdom (England); Hungary; Spain; Italy; Turkey; France; Austria + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technological development; Technologische Entwicklung; Ideas; Ideenfindung; Decision-making; Entscheidungsfindung; Belief; Glaube; Lehrerverhalten; Ausland; Kultureller Unterschied; Cultural influence; Kultureinfluss; Emotionales Verhalten; Lernwerkstatt; Schulung; Vergleichende Erziehungswissenschaft; Unterrichtsmedien; Missverständnis; Phenomenological psychology; Phänomenologie; Psychologie; Ungarn; Spanien; Italien; Türkei; Frankreich; Österreich
Abstract	This paper focuses on the relationship between rational beliefs, culture and agency in formal school settings. This relationship is analysed in the context of the adoption of technological innovations. Interviews and focus groups with 39 secondary teachers from England and other European countries were carried out. The analysis highlights a number of cultural differences between English teachers and their continental colleagues. The paper argues against a linear and simplistic appropriation of rational choice theory in educational research, whereby individual behaviour is examined from the perspective of individualist psychology and micro-economic theory without considering models of culturally informed agency beyond self-interest and calculation. In the conclusion, the paper argues that explanations of teacher agency in relation to technology must take into account the role of rationality and emotionality--not as a binary opposition that reflects actual psychological qualities that teachers may or may not possess, but as phenomena to be unpacked: competing (and culturally shaped) discursive strategies enacted to make sense of the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01