A phenomenological study of faculty members' beliefs about teaching-learning process

Purpose It is important to understand professors’ beliefs to promote better teacher preparation and professional development, as well as to understand the potential discrepancy between stated versus observed beliefs. The purpose of this study was to describe the faculty members' beliefs about the teaching-learning process. Design/methodology/approach A qualitative method was used to study the professors’ beliefs by selecting the faculty participants via a purposeful sampling strategy. The study was conducted at one of the biggest universities in Iran. In total, 20 professors were interviewed. Findings Analysis of the interviews indicates that professors’ beliefs about teaching and learning activities fall under four main themes (beliefs about teaching methods, beliefs about curriculum design, beliefs about students and beliefs about evaluation) and nine sub-themes. Originality/value Our findings reveal that professors have a deductive approach to teaching and learning, and due to the centralized educational system, they do not play a significant role in effectively presenting the curriculum. It seems necessary to direct professional development programs in rebuilding the professors' professional beliefs and identity.