DOI: 10.11648/j.her.20261105.19 ISSN: 2578-935X

Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education

Peipei Fan
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Global Teacher Education Is Currently Undergoing a Profound “moral Turn,” Redefining Educators as Autonomous Moral Agents Rather Than Mere Transmitters of Knowledge. In Response to This International Trend, China Has Implemented Systematic Reforms Through the “New Normal” Strategy and the “Curriculum for Value Education” Policy, Both of Which Mandate That All Disciplines, Including Linguistics, Integrate Values Education Into Teaching and Learning. Despite These Policy Initiatives, Pre-service Language Teachers Frequently Encounter Challenges in Bridging Abstract Linguistic Analysis with Ethical Reasoning, and Many Remain Uncertain About How to Cultivate Professional Values in Practice. Grounded in a Provincial-level Teaching Reform Project, This Paper Proposes Moral Presence as a Fourth Dimension Extending the Classical Community of Inquiry (CoI) Framework, Which Comprises Social Presence, Cognitive Presence, and Teaching Presence. Methodologically, This Study Is a Theoretical and Conceptual Inquiry That Employs Theoretical Synthesis and Deductive Extension Rather Than Empirical Validation. We Construct a Four-dimensional Educational Framework Encompassing Student Community, Pedagogical Methods, Teacher Development, and Evaluation Mechanisms. Through Problem-oriented Learning, Peer Review, and Reflective Practice, This Framework Transforms the Linguistics Classroom Into a Collaborative Space Where Pre-service Teachers Inquire Into the Ethical Dimensions of Language and Negotiate Professional Values. The Central Thesis Posits That Moral Sensitivity Is Not “taught” in a Direct Manner, Rather, It “grows” Through Sustained Engagement Within a CoI. By Distinguishing Moral Presence from Existing Constructs Such as Ethical-values Presence and Emotional Presence, the Paper Clarifies Its Conceptual Boundaries and Theoretical Added Value. The Study Offers a Theoretical Model for Integrating Values Education Into Language Teacher Preparation and Suggests Implications for Curriculum Design, Classroom Interaction, and Assessment in Higher Education. As a Theoretical Proposal, It Provides a Foundation for Future Empirical Testing Rather Than Claiming Empirical Validation.

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