This article reports the results of an empirical investigation on teachers' beliefs about teaching and learning and the globalised world as a teaching subject. Following a qualitative reconstructive approach, the study investigated how teachers' beliefs and the way teachers address the complexity of sustainability issues relate to each other.…

Encouraging teachers to reflect on their instructional practices and course design has been shown to be an effective means of improving instruction and student learning. However, the process of encouraging reflection is difficult; reflection requires quality data, thoughtful analysis, and contextualized interpretation. Because of this, research on…

A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Research by Bruce Torff and Audrey Figueroa Murphy shows teachers' beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a "rigor…

Evaluating comments from pre-service STEM teachers before and after their first teaching experience, this study examines changes in pre-service STEM teachers' viewpoints regarding the most challenging aspect of teaching and the most important traits of a teacher. Pre-service STEM teachers were asked the same survey questions on the first and last…

The study considers mathematical problem solving to be at the heart of mathematics teaching and learning, while mathematical challenge is a core element of any educational process. The study design addresses the complexity of teachers' knowledge. It is aimed at exploring the development of teachers' mathematical and pedagogical conceptions…