Studies have paid attention to teachers’ conceptions of teaching (Biesta et al., 2015). The conception of teaching refers to a coherent system of the beliefs and personal epistemologies held by teachers about their views on experiencing teaching (M. Chen, Chai, et al., 2021; Teo & Zhou, 2017). Teachers’ conceptions of instruction can be classified into several categories: teacher-centred, student-centred, traditional or constructivist. Several studies have claimed the potential relationship between teachers’ conceptions of teaching and ways of teaching and the crucial effects of their teaching conceptions on students’ learning (Cheng et al., 2016; Taylor & Booth, 2015), highlighting the importance of probing teachers’ conceptions of teaching.