Relationships between in-service teacher achievement motivation and use of educational technology: case study with Latvian and Estonian teachers

被引：15

作者：

Karaseva, Agnese ^{[1
,3
]}

Pruulmann-Vengerfeldt, Pille ^{[4
]}

Siibak, Andra ^{[2
]}

机构：

[1] Univ Tartu, Inst Social Studies, Tartu, Estonia

[2] Univ Tartu, Inst Social Studies, Media Studies, Tartu, Estonia

[3] Vidzeme Univ Appl Sci, Fac Social Sci, Valmiera, Latvia

[4] Univ Malmo, Fac Culture & Soc, Malmo, Sweden

来源：

TECHNOLOGY PEDAGOGY AND EDUCATION | 2018年 / 27卷 / 01期

关键词：

Pedagogic use of ICT; teacher motivation; achievement goal orientation; secondary school teachers; PERFORMANCE-APPROACH GOALS; SELF-EFFICACY; HELP-SEEKING; ORIENTATIONS; BELIEFS; INFORMATION; PERCEPTIONS; CONNECT; CAREER;

D O I：

10.1080/1475939X.2017.1339633

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：33 / 47

页数：15

共 63 条

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