title: Does teacher thinking match teaching practice? A study of basic science teachers.
abstract: OBJECTIVE
  To obtain an understanding of basic science medical teachers' conceptions of learning and their ideas for facilitation of learning.
  
  
  METHODS
  Teaching staff at a biomedical centre (n = 62) were asked to describe their definitions of learning, their suggestions for how to solve an applied educational problem and their intended activities when teaching students. The research was carried out using a questionnaire consisting of open-ended and fixed-choice questions.
  
  
  RESULTS
  Although 1 in 4 teachers endorsed constructivist conceptions of learning, only 1 in 8 actually reported using activating teaching strategies. Conceptions of learning did not co-vary with teaching practice.
  
  
  CONCLUSIONS
  The assumption that conceptions of learning and teaching practice are aligned was challenged. The current questionnaire could be used as an intervention tool for educational development to map whether or not there is a match between teachers' conceptions and their practice.
authors.affiliation: Department of Learning, Informatics, Management and Ethics, Karolinska Institute, Stockholm, Sweden. klara.bolander.laksov@ki.se
authors.forename: Klara B
authors.initials: KB
authors.lastname: Laksov
authors.forename: Matti
authors.initials: M
authors.lastname: Nikkola
authors.forename: Kirsti
authors.initials: K
authors.lastname: Lonka
mesh_terms: D001291:Attitude of Health Personnel; D004501:Education, Medical / Q000379:methods*; D006801:Humans; D010465:Perception; D012586:Science / Q000193:education*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*; D013850:Thinking