“…This approach to studying teaching practice is rooted in a cognitive paradigm that ''conceptualizes teaching largely in terms of [teachers'] mental life and focuses on teaching as a way of thinking with a particular set of specialized knowledge and cognitive processes'' (Russ et al, 2016). Within this tradition, scholars have examined teacher's knowledge, beliefs, identities, and goals in an attempt to get ''under the hood'' of teacher practice (e.g., Pajares, 1992;Abd-El-Khalick et al, 1998;Lederman, 1999;Loughran et al, 2004;Remillard, 2005;Avraamidou and Zembal-Saul, 2010;Orgill et al, 2015;Connor and Shultz, 2018;Kradtap Hartwell, 2019;Lutter et al, 2019;Posey et al, 2019;Connor et al, 2023). Further, scholars have similarly focused on instructors' attitudes, beliefs, and orientations toward teaching (e.g., Mutambuki and Fynewever, 2012;Towns, 2015Towns, , 2016Gibbons et al, 2018;Popova et al, 2020;Heidbrink and Weinrich, 2021;Vo et al, 2022).…”