The effect of learning opportunity factors and efficacy belief on mathematical knowledge in the teaching process

Asian Journal of Educational Technology Pub Date : 2023-05-09 DOI:10.53402/ajet.v2i1.319

Jitu Halomoan Lumbantoruan

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Abstract

The present study investigates the influence of opportunities to learn (OTL) and mathematics teaching efficacy beliefs (MTEB) towards mathematical knowledge for teaching (MKT). Using a structured questionnaire together with paper and pencil test adapted from the literature reviewed, data were collected from 187 pre-service elementary teachers in Institute of Teacher Education Indonesia. Data were analyzed using Smart PLS 3.0. The result of the structural equation model indicated that both OTL-Practicum (β = 0.395, p < 0.001) and OTL-Program (β = 0.324, p < 0.001) were positively related to MKT. The second regression analysis was to examine the impact of mathematics teaching efficacy belief on the MKT. The results showed that mathematics teaching outcome expectancy belief (MTOEB) (β = 0.322, p < 0.001) was positively related to MKT, whereas personal mathematics teaching efficacy belief (β = 0.017, p > 0.1) was not related to MKT. Overall, the belief and OTL factors explain a total of 54% variance in MKT. Implications from these findings to the successful teacher's education program implementation in Indonesia were further elaborated

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教学过程中学习机会因素与效能信念对数学知识的影响

本研究探讨了学习机会(OTL)和数学教学效能信念(MTEB)对数学教学知识(MKT)的影响。本研究以印尼教师教育研究所187名职前小学教师为研究对象，采用结构化问卷及纸笔测验的方法。数据分析采用Smart PLS 3.0。结构方程模型结果表明，OTL-Practicum (β = 0.395, p < 0.001)和OTL-Program (β = 0.324, p < 0.001)与MKT呈正相关。第二项回归分析检视数学教学效能信念对MKT的影响。结果显示，数学教学结果期望信念(MTOEB) (β = 0.322, p < 0.001)与MKT呈正相关，而个人数学教学效能信念(β = 0.017, p > 0.1)与MKT无关。总体而言，信念和OTL因素解释了总共54%的MKT方差。本文进一步阐述了这些发现对印尼成功实施教师教育计划的意义

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Asian Journal of Educational Technology

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