Preprint
Community of Inquiry as a Predictor of Pre-service Teachers' Personal Mathematics Teaching Efficacy
SSRN Electronic Journal, Vol.Series Paper No.21
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
31/10/2024
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Abstract
This paper investigates the design and delivery of a unit that prepares pre-service teachers to teach mathematics in the primary school setting using the Community of Inquiry (COI) framework. The COI framework, which emphasises Teaching Presence, Cognitive Presence, and Social Presence as critical elements of effective online learning, was used to examine the factors that could impact students’ personal mathematics teaching efficacy as a proxy for unit learning outcomes. Measurements included the Personal Mathematics Teaching Efficacy Scale, the COI Survey, and the Abbreviated Mathematics Anxiety Rating Scale, with the latter included to account for mathematics anxiety as a potential confounding variable. Findings revealed that Teaching Presence was rated significantly higher than Cognitive Presence, and Cognitive Presence was rated significantly higher than Social Presence. Teaching Presence and Social Presence accounted for over 50% of the variance in Cognitive Presence, with Social Presence mediating the relationship between Teaching and Cognitive Presence. When examining the COI presences as predictors of efficacy, they collectively explained 27.7% of the variance, with Teaching Presence being the only significant predictor, uniquely accounting for 14% of the variance in efficacy. Mathematics anxiety was also a predictor of efficacy; however, it was not a confounding variable, as it accounted for variance almost independently of COI presences. The study suggests that enhancing Teaching Presence could be crucial in strengthening Social and Cognitive Presence, potentially improving student learning outcomes.
Details
- Title
- Community of Inquiry as a Predictor of Pre-service Teachers' Personal Mathematics Teaching Efficacy
- Creators
- Lewes Peddell - Southern Cross University
- Publication Details
- SSRN Electronic Journal, Vol.Series Paper No.21
- Series
- Southern Cross University Scholarship of Learning and Teaching Research Paper Series
- Publisher
- Elsevier
- Identifiers
- 991013272710902368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Preprint
- Local Fields
- Original Research - SoLT