18 Chapter 1 Table 1.1. Samuelowicz & Bain Framework.16 Dimensions Teaching- centred orientations I. Imparting information II. Transmitting structured knowledge III. Providing and facilitating understanding 1 Desired learning outcomes Recall of atomised information A Reproductive understanding A/b Reproductive understanding A/b 2 Expected use of knowledge Within subject A Within subject for future use A/b Within subject for future use A/b 3 Responsibility for organising or transforming knowledge Teacher A Teacher A Teacher shows how knowledge can be used A/b 4 Nature of knowledge Externally constructed A Externally constructed A Externally constructed A 5 Students’ existing conceptions Not taken into account A Not taken into account A Not taken into account A 6 Teacher- student interaction One-way; Teacher → students A Two-way to maintain students’ attention A/b Two-way to ensure/ clarify understanding B/a 7 Control of content Teacher A Teacher A Teacher A 8 Professional development Not stressed A Not stressed A Not stressed A 9 Interest and motivation Teachers’ A Teachers’ A Teachers’ A We considered two other classifications developed within higher education contexts to explore medical educators’ beliefs about teaching and learning. The first57 differentiates three belief orientations: teaching-centred, intermediate, and learning-centred. However, this classification is not based on a fixed set of dimensions, as a result of which it does not provide details about the way in which educators’ beliefs have been classified. Therefore, this classification is less useful as an analytical tool. The other classification we considered58 distinguishes ten different dimensions of beliefs about teaching, learning, and knowledge, structured into four groups. However, this classification only differentiates two belief orientations: teaching-centred and learning-
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