The reflective professional mentoring process has implications for pedagogical practices. Thus, the study of mentor teachers' activities can be incorporated into the theoretical framework generated by reflections and beliefs. This study explores how abduction manifests in mentoring by analyzing Seidman's in-depth phenomenological interviews within…

Can epistemic paternalistic practices make us better epistemic agents? While a satisfying answer to this question will ultimately rest at least partly on empirical findings, considering the epistemological discussion on evidence, knowledge, and epistemic virtues can be insightful. In this paper, Giada Fratantonio argues that we have theoretical…

It is generally accepted that teachers' beliefs impact their instructional choices, but characterizations of that relationship are limited in college settings. Furthermore, examinations of instructor beliefs, instruction, and student beliefs together in one setting are rarely described. Based on interviews with two Abstract Algebra instructors,…

This article delved into the realm of EFL assessment in Iraq by investigating the beliefs of Iraqi EFL teachers about assessment practices they employed in their classroom and determining whether there was any congruency between their beliefs and actual assessment practices. For this purpose, 140 experienced Iraqi EFL teachers were selected by…

This study explores how public school teachers who were classified as English learners (ELs) in childhood make sense of the EL category, and how their beliefs shape their work with students who are designated as ELs. One understudied context in the field of effective education for ELs is the experience of teachers who were personally impacted by…

Invitational Theory is rooted in three theoretical foundations, perceptual theory, self-concept theory, and a democratic ethos (Purkey, Novak, and Fretz, 2020). This essay addresses the third of these foundations, a "Democratic Ethos." While "perceptual theory" and "self-concept theory" provide a relational foundation…

Self-regulated learning (SRL)-promoting practices enhance students' positive academic, social, and emotional development. While effective, these practices are complex and often difficult for teacher candidates (TCs) to learn and implement. This theoretical review presents the benefits and challenges of SRL-promoting practices and examines how TCs'…

For decades the American School Counselor Association has recommended that schools employ one counselor for every 250 students, but there is limited evidence the policy promotes student success. This article investigates the origins of the 60-year-old recommendation, examining how and why it has persisted. Drawing on historical documents, it…

This qualitative descriptive study explored how progressive teachers navigate the tensions between their beliefs and teaching practices while teaching in high-stakes accountability in the U.S. The target population was progressive education teachers currently working in progressive programs in America. The theoretical foundation was Fransson and…

The purpose of this study, grounded in rightful presence and disability studies in education, was to examine contextual factors and teacher candidates' agentic moves when transforming schools towards inclusive education, particularly for students with complex support needs. A critical phenomenological design was used focusing on 11 teacher…

Disordered eating refers to a range of irregular eating behaviors that may or may not warrant a diagnosis of a specific eating disorder. It includes behaviors, such as binge eating, restriction, and purging. Youth with disordered eating often have complex needs and may require psychological support, medical care, and academic accommodations to be…

Teachers' beliefs may influence their teaching practices and use of strategies and interventions. In recent years, the prevalence of autism spectrum disorder has been on the rise, and there has been an increase in the number of students with autism enrolled in mainstream schools. However, teachers often feel ill-prepared to provide appropriate…

Using pedagogical confrontations as a lens for a study of teacher educator work, we identify the way that teacher educator practice is mediated by teacher educator values and beliefs. We highlight the ways that an examination of these confrontations provides greater understanding of the pedagogy, practice, and decision-making of teacher educators…

This article responds to Just & Bruner's (2020) call for connecting the dots of student under-preparedness. While many of the suggestions in the essay are useful in the 21st century, the inclusion of learning styles is questionable. The following is a review of the current literature regarding learning styles and why they are not needed in the…

Research in mathematics education has long identified the ideology of certainty as central to mathematical instruction and to the way in which mathematics is (mis)used in social and political discourses. As we will see, this ideology is not merely a matter of individual beliefs, but is deeply embedded in the material practices and power structures…