48 Chapter 2 The new framework (Table 2.1) is comprised of six belief orientations set out as columns, and nine belief dimensions set out as rows. The distinct belief orientations have been ordered from left to right according to the degree of learning-centredness and have been numbered from I to VI. The dimensions represent qualitatively distinct aspects of beliefs about teaching, learning, and knowledge. Within each dimension three or four different beliefs can be distinguished. To facilitate the descriptions, beliefs have been categorised as A (teaching-centred), A/b (teaching-centred but with learning-centred aspects), B/a (learning-centred but with teaching-centred aspects), and B (learning-centred). Each of the orientations is thus defined as a unique pattern of beliefs within nine belief dimensions. We have highlighted the divergence from the Samuelowicz and Bain framework in bold (see Table 2.1). Belief dimensions and their constituent beliefs in the new framework Table 2.2 summarises the changes needed within the dimensions. The dimensions adapted to fit our data are presented below in order of numbering. Table 2.2. Comparison of the dimensions of the new framework and the Samuelowicz and Bain framework. Dimensions: Comparison of the new framework to the Samuelowicz and Bain framework: 1: Desired learning outcomes identical 2: Expected use of knowledge identical 3: Responsibility for transforming knowledge description of learning-centred beliefs changed 4: Nature of knowledge extended 5: Students’ existing conceptions description and categorisation of 2 beliefs changed 6: Teacher-student interaction categorisation of 1 belief changed 7*: Control of content removed 7: Creation of a conducive learning environment new 8: Professional development extended 9: Students’ motivation extended * The original Dimension 7 has been removed and replaced by the newly distilled Dimension, see below.
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