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From Knowledge to Instruction: Examining the Roles of Usefulness and Teaching Self-Efficacy on Postgraduate Students’ Willingness to Teach Ethnomathematics

Artigo2026

Ebenezer Kwesi Lotey; Ebenezer Bonyah

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Resumo

Teacher education programmes invest in ethnomathematics knowledge, but its value depends on whether it is translated into instructional practice. This study examined whether ethnomathematics usefulness (EU) and teaching self-efficacy (ETSE) mediated relationships of ethnomathematics content knowledge (ECK) and pedagogical knowledge (EPK) with willingness to teach ethnomathematics (WTE) among Ghanaian postgraduate students. Guided by a pragmatic paradigm, data were collected from 159 participants through an online questionnaire and telephone interviews with eight purposively selected participants. Quantitative data were analysed using covariance-based structural equation modelling in AMOS 31 and qualitative data through reflexive thematic analysis. ECK and EPK were positively associated with EU and ETSE. WTE was positively predicted by EPK, EU, and ETSE, while ECK showed a small negative direct association but a positive total effect. EU and ETSE showed significant indirect effects in both the ECK–WTE and EPK–WTE relationships. Interviewees expressed strong willingness to use cultural artefacts in teaching while identifying curricular and assessment constraints. The findings suggest that ethnomathematics knowledge is more likely to translate into teaching willingness when accompanied by perceived usefulness and confidence, while institutional conditions may influence the feasibility of culturally inclusive mathematics teaching.

Dados da obra

Tipo
Artigo
Periódico
Journal on Efficiency and Responsibility in Education and Science, v. 19, n. 3, p. 254-268
Editora
Czech University of Life Sciences Prague
Ano
2026 (2026-09)
Idioma
en
Palavras-chave
ghanaian phd students; ethnomathematics; sem; pedagogical content knowledge; ethnomathematics usefulness
Temas
Avaliação, Etnomatemática, Formação de Professores de Matemática, Tecnologias Digitais
DOI
10.7160/eriesj.2026.190306
ISSN
1803-1617, 2336-2375
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/11/2026 · verificada em 01/11/2026

Como citar

ABNT
LOTEY, Ebenezer Kwesi; BONYAH, Ebenezer. From Knowledge to Instruction: Examining the Roles of Usefulness and Teaching Self-Efficacy on Postgraduate Students’ Willingness to Teach Ethnomathematics. Journal on Efficiency and Responsibility in Education and Science, v. 19, n. 3, p. 254-268, 2026. DOI: https://doi.org/10.7160/eriesj.2026.190306.

APA

Lotey, E. K., & Bonyah, E. (2026). From Knowledge to Instruction: Examining the Roles of Usefulness and Teaching Self-Efficacy on Postgraduate Students’ Willingness to Teach Ethnomathematics. Journal on Efficiency and Responsibility in Education and Science, 19(3), 254-268. https://doi.org/10.7160/eriesj.2026.190306

BibTeX
@article{lotey2026,
  author = {Lotey, Ebenezer Kwesi and Bonyah, Ebenezer},
  title = {From Knowledge to Instruction: Examining the Roles of Usefulness and Teaching Self-Efficacy on Postgraduate Students’ Willingness to Teach Ethnomathematics},
  year = {2026},
  journal = {Journal on Efficiency and Responsibility in Education and Science},
  volume = {19},
  number = {3},
  pages = {254-268},
  publisher = {Czech University of Life Sciences Prague},
  doi = {10.7160/eriesj.2026.190306},
  language = {en}
}
RIS
TY  - JOUR
AU  - Lotey, Ebenezer Kwesi
AU  - Bonyah, Ebenezer
TI  - From Knowledge to Instruction: Examining the Roles of Usefulness and Teaching Self-Efficacy on Postgraduate Students’ Willingness to Teach Ethnomathematics
PY  - 2026
JO  - Journal on Efficiency and Responsibility in Education and Science
VL  - 19
IS  - 3
SP  - 254
EP  - 268
DO  - 10.7160/eriesj.2026.190306
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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