This study focuses on the conceptions and practices of Iberian (Portuguese Spanish) mathematics teachers regarding instructional humour. Specifically, aims to answer following questions: (1) How do view humour how they appreciate a sense humour? (2) What educational value ascribe in teaching learning process this subject? (3) use teaching? (4) differences, its context, are found among teachers,...

This study examines how the beliefs of Chinese in-service teachers regarding knowledge and knowledge acquisition influence their instructional classroom practices in junior secondary schools directly or indirectly through their conceptions of teaching and learning. The results indicate that the factor of learning effort/process is highly valued by Chinese in-service teachers in their epistemolo...