50 Chapter 2 Interviewer: What do the students bring to the learning process? Participant: Knowledge, and experience. (…) Indeed, you should… make use of where the student is at this moment and take the next step further to learn new things. (D5B/a; L01) We labelled this fragment a learning-centred belief with teaching-centred aspects (D5B/a), because this participant, unlike participants with a teaching-centred belief (D5A), realises that students are not ‘empty vessels’ but come to a teaching session with their own knowledge and experience. The educator sees it as their responsibility to use and build on these and, together with the students, to further develop knowledge constructs. Dimension 6: ‘Teacher-student interaction’ This dimension contains two learning-centred beliefs (D6B/a and D6B) that differ in the purpose of the teacher-student interaction: clarifying understanding (D6B/a) and negotiating meaning (D6B), respectively. In the original framework, the distinction between these two beliefs resided between Orientation III and IV. From our data we concluded that educators with a Belief Orientation IV, identical to those with a Belief Orientation III, believed that the purpose of the interaction was to clarify understanding. Thus the distinction between the two beliefs (D6B/a and D6B) was placed between Orientations IV and V in the new framework. Dimension 7*: ‘Control of content’ In the new framework this dimension was removed because all of the participants expressed that the control of content was to be determined by the educator. Thus this dimension did not contribute to the classification. Dimension 7: ‘Creation of a conducive learning environment’ We distilled this new dimension from our data, since we discovered that many participants believed that as an educator it is important to create an encouraging learning environment. Educators with the most teaching-centred belief orientations did not stress this or formulated this in a negative way (D7A). Within the most learning-centred orientations, educators explained that they created a positive, personal relationship with individual students to enable them to learn; the focus is on the learning process (D7B):
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