Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration

For meaningful technology-enhanced teaching, teachers need to systematically integrate the basic components of content, pedagogical and technological knowledge. To motivationally foster knowledge integration, we tested the effectiveness of a utility-value intervention in two experiments (laboratory: N = 43, online: N = 115) within German pre-service teacher education. Teachers randomly either received the utility-intervention or not. Afterwards all teachers were asked to learn essential aspects on teaching mathematics with technologies using an online learning environment. We did not find an effect on learning and motivation. Epistemic network analyses revealed that the intervention group realized more integration processes than the control group.