Reconceptualising University Teachers' Conceptions of Student Learning

In this paper, an attempt to reconceptualize university teachers’ conceptions of student learning in nine empirical studies is provided. Largely based on intended learning outcomes, four categories are found arranging on a continuum from lower level, i.e. storing/recalling atomised information and reproductive understanding, to higher level, i.e. reorganizing/modifying knowledge and change-in-way-of-thinking. The former conceptions lay foundation for teacher-centred approach to teaching while the latter conceptions set the ground for student-centred approach. Implications of this reconceptualizing for enhancing teaching quality are also discussed.