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Andreas Lachner
Researcher at University of Tübingen
Publications - 50
Citations - 946
Andreas Lachner is an academic researcher from University of Tübingen. The author has contributed to research in topics: Computer science & Educational psychology. The author has an hindex of 13, co-authored 38 publications receiving 519 citations. Previous affiliations of Andreas Lachner include Leibniz Institute for Neurobiology & University of Freiburg.
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Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning
TL;DR: In this article, the authors investigated how students react to self-assessed low goal achievement in self-regulated learning and found that students with low perceived selfefficacy are vulnerable for finding themselves in a vicious circle of procrastination.
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Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
Iris Backfisch,Iris Backfisch,Andreas Lachner,Andreas Lachner,Christoff Hische,Frank Loose,Katharina Scheiter,Katharina Scheiter +7 more
TL;DR: In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), the authors examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario.
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What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities
TL;DR: Forzani et al. as discussed by the authors describe teachers who excel at conveying the subject-matter in an engaging and comprehensible manner, by adequately assessing students' thinking during learning and adaptively responding to the students' learning needs.
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Variability of Teachers’ Technology Integration in the Classroom: A Matter of Utility!
Iris Backfisch,Iris Backfisch,Andreas Lachner,Andreas Lachner,Kathleen Stürmer,Katharina Scheiter,Katharina Scheiter +6 more
TL;DR: In this paper, the authors implemented a web-based teacher diary for in-service teachers (N = 18) in the beginning of a government initiative in which classes were equipped with one-to-one technological infrastructure.
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A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge
TL;DR: It is demonstrated that pedagogical expertise is a crucial prerequisite for TPK, which enables teachers to judge the potentials of technologies for varying teaching situations, and it is shown that teachers’ TPK was only related to theirpedagogical knowledge.