Examining agency as teachers use mathematics curriculum resources: How professional contexts may support or inhibit student-centered instruction

Chinese student teachers’ beliefs and the role of teaching experiences in the development of their beliefs

“…Studies have identified two types of teachers' classroom teaching beliefs according to the teaching approaches and environments that the beliefs reflected: pupil-centred and teacher-centred (e.g., Al-Balushi, Ambusaidi, Al-Balushi, Al-Hajri, & Al-Sinani, 2020;Rich, 2021). As stated above, pupil-centred beliefs reflect involving pupils in their teaching and conducting active teaching learning approaches in the classroom with teacher-pupil relationships based on equality (Ambusaidi & Al-Balushi, 2012;Al-Balushi et al, 2020;Olusegun, 2015).…”

Initial diagnoses in university courses as an innovation in education—case study from Poland

“…The presented example of diagnosis concerns the ecology problem and the awareness of the students under the corporate social responsibility approach. Additionally, diagnoses in mathematical problems are presented to present the continued diagnosis from the lower education stage [ 44 , 45 , 46 ].…”

The perceived impact of PBL program learning on shifting prospective teachers’ beliefs: A case study in China

“…Many countries are vigorously promoting studentcentered, constructivist-oriented curriculum reform (Empson & Junk, 2004;Isikoglu et al, 2009;Rich, 2021), with China being no exception (China Ministry of Education, 2022;Wang, 2011). It has been suggested that the lesson plans that teachers develop are determined more by the beliefs they hold than by the ideas of curriculum reform, suggesting that teachers' beliefs are the foundation of success in curriculum reform (Vesga-Bravo et al, 2022).…”