Table 4 Context: Educational context – quotations
Teachers with high scores on Teacher-centredness and low scores on ‘Appreciation of Active Learning’ | Teachers with low scores on Teacher-centredness and high or intermediate scores on ‘Appreciation of Active Learning’ | |
|---|---|---|
Leadership | ‘I do not actually feel that I am am being told what to do by B….. as coordinators we try, together with a group of other people who advise us, to develop a certain view on education which on the one hand is not restrictive but on the other hand does not lead to chaos.’ (A-4) | |
Support and relatedness | ‘(during the course…) we have a daily coaching session from ten thirty to eleven o’clock in the morning. During these sessions we discuss the entire course program of that week, you know, including for example…. How did the lecture on heart failure go….’(M-4) | ‘.. In teamwork, so that you don’t feel that you are on your own. I mean the peer teachers, as wel as the semester coordinator, and the Educational Department. That there is a team spirit, the sense that we are going to achieve this together. ‘(A-2) |
Students’ characteristics | ‘However, there are some students that give us the impression that they understand it all, they also work well, methodically including pathophysiology and analysis and differential diagnosis, … whereas other students –and that is difficult to assess during the course […]- that they missed certain connections, and that they only understood bits and pieces.’ (M-4) | ‘And that students dare to admit.., well …actually I don’t understand this, can you explain it once again? Some students are really great at explaining, they explain things very well, briefly and concisely, without using difficult expressions.’ (A-3) |