Describes an empirical study which considered the different ways in which 26 university teachers intended to constitute a subject, how they then taught the subject, and how consistent their intentions and practice were. Considers the context of teaching and learning and the influence of conceptual change on teachers. (Author/LRW)

Explains a nested hierarchy of conceptions of teaching and suggests a process of expanding awareness among academic staff of the relation between learning and teaching. Presents a case study of one lecturer's changing conceptions and discusses how conceptual change may be encouraged in academic staff. (Author/LRW)

Describes research on the reflection of six professors regarding their thinking about teaching. Topics include the model of the metacognitive process of reflection; the role of reflection in knowledge construction; the role of reflection in teaching development, including conceptual change; and the relationship between reflective teaching and…

Examines existing research and instructional design theories for guidelines that encourage a deep approach to learning, i.e., meaningful learning, critical thinking, or independent learning. Highlights include sequencing strategies and elaboration theory, linking concepts, student misconceptions, changing the attitudes of teachers, and projects…

Describes a study of medical school students in The Netherlands that tested the assumption of problem-based learning that learning issues, generated by students while discussing a problem, are used as guides for self-directed learning activities. Faculty objectives and student-generated learning issues are compared. (LRW)

Describes a study that was conducted to characterize the approaches to teaching of university lecturers and to examine the relationship between lecturers' approaches to teaching and their conceptions of good teaching. Highlights include a model relating beliefs, teaching and learning; motivational distinctions; accommodation for student…