Pre-service teachers’ enjoyment and ICT teaching self-efficacy in mathematics – an application of control-value theory

Abstract The didactic use of ICT is a major challenge for (pre-service) teachers. They report that they do not feel prepared for this demand. Teacher education has an essential role in enhancing ICT teaching self-efficacy and ensuring that teachers experience pleasant feelings when using ICT. This study examines ICT teaching self-efficacy in mathematics among n = 249 pre-service teachers in light of their experience of enjoyment. In terms of control-value theory, effects of control and value appraisals on enjoyment and ICT teaching self-efficacy in mathematics are examined. Results imply that perceived control is much more important than perceived value of ICT and that enjoyment mediates the relation to ICT teaching self-efficacy. The results are discussed with regard to their significance for teacher education.