It is important for prospective elementary school teachers to know their epistemic beliefs because this is related to beliefs about how to teach in schools and how learning should be done, which are called pedagogical beliefs. This study aims to investigate whether epistemic beliefs can predict the pedagogical beliefs of prospective elementary…

The professional character of mathematics teachers is influenced not only by their ability to manage learning but also by their beliefs about the subjects they teach. These beliefs include beliefs about the nature of mathematics (BNM), beliefs about mathematics learning (BTM), and beliefs about assessments (BAM). Together, these beliefs shape the…

Despite research demonstrating positive effects of writing on student achievement, writing-to-learn remains under-utilised in mathematics and mathematics teacher education. In this paper, we explore how writing-to-learn tasks in a mathematics methods course influenced elementary preservice teachers' beliefs about teaching in two domains:…

Grade retention decisions are high-risk because this practice can significantly affect students' academic and professional path and their socioaffective development. This study aimed to contribute to a better understanding of second-grade retention decision-making by exploring the factors the professionals consider during the retention…

The purposes of this article were: 1) to study the current condition, the need for developing a growth mindset to strengthen the learning management of primary school teachers, and 2) to study guidelines for developing a growth mindset to strengthen learning management among primary school teachers under the Office of the Basic Education…

This exploratory study aimed to investigate the implicit (personal theories) of student teachers through consideration of their beliefs about the nature of ability (intelligence). By drawing on ideas of personhood and identity to investigate constructions of intelligence, the authors also hoped to begin to explore the legitimacy of a multifaceted…

This study used semi-structured focus group interviews to examine specific literacy beliefs of 21 elementary pre-service teachers (PSTs) from five teacher education programs across the eastern, southern, and central parts of the USA. The interviews were transcribed and analyzed for statements about literacy beliefs. Each belief statement was also…

This arts-based dissertation explored elementary preservice teachers (PST) beliefs around arts integration and how they plan and teach arts-integrated lessons during the Spring 2023 semester. Through an arts integration professional learning experience and study underpinned by Weems' Imagination-Intellect Theory (2002), the study analyzed two…

This qualitative study explored how a group of preservice elementary teachers conceptualized social issues and social action and how their conceptions were reflected in their ideas for teaching about social issues and action. This study utilized individual and focus group interviews, class observations, and class artifacts as data points. Using a…

This quantitative descriptive and correlational study aimed to explore elementary teacher beliefs about mathematics and its relationship with instructional practices. The Constructivist Learning Theory and the Guiding Principles for School Mathematics provided the theoretical framework for the study. Descriptive and correlational research…

This article presents results of research analysing the views on the nature of science (NOS) among primary and secondary teachers working in state schools in two different cities in Colombia. Previous studies have reported that science teachers maintain 'eclectic' epistemological perspectives on science; in this article, we test if such hypothesis…

The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who…

Teachers today feel pressure to maximize student engagement and learning. With an increased focus on student scores on end of grade test measures and their association with school performance grades, educators are forced to consider how to yield results. Limiting the disruptions and distractions throughout the school day shifts the focus to…

The integration of educational technology in elementary classrooms has the potential to enhance teaching and learning experiences, provide targeted instruction, and support higher order thinking and differentiation. However, teachers' perceptions and beliefs about technology play a crucial role in determining its successful adoption and…

This article draws on data from a specially commissioned representative survey, which elicited responses from 7691 teachers in primary and secondary schools in England, to examine how teachers perceive young people's engagement with a variety of different conspiracy theories in school settings and how they respond to them. Approximately 40% of…