Control-Value Theory and In-Service Primary School Teachers' Information and Communication Technologies Teaching Self-Efficacy in Mathematics

• In Event: Seeking Equity and Excellence Through Technology and Computer Science Education

Abstract

The use of ICT as an educational tool poses challenges for both pre- and in-service teachers – many of which feel insufficiently prepared for the task. This quantitative study examines self-efficacy with respect to the didactic use of ICT in mathematics among in-service primary school teachers (n=120). Based on the control-value theory of achievement emotions, the effects of control and value appraisals on enjoyment and on ICT teaching self-efficacy in mathematics are examined. Results imply that perceived control over ICT and perceived value of ICT are equally important to in-service teachers and that enjoyment mediates the relation of control and value appraisals to ICT teaching self-efficacy in mathematics. The importance of these findings for in-service teacher training programs is discussed.

Authors

• Frederik Grave-Gierlinger, Humboldt University - Berlin

• Lars Jenssen, Humboldt University - Berlin

• Katja Eilerts, Humboldt University of Berlin