ABSTRACT
The main argument stated within this paper is that the implementation of the learning outcomes as initiated by the Bologna Process of 1998, in the form of ECTS, cannot be successfully achieved, in practice, in the absence of the lectures’ own conceptions and experiences of how they conceive teaching and learning to be. Thus, if teaching is about helping to make learning possible, defining and implementing effective learning environments may be derived from an understanding of what lecturers conceive as teaching. The possible mismatch between conceptions of teaching and actual teaching may prove to be a barrier for the effective implementation of the ECTs as proposed by the Bologna Process. In this paper an attempt is made to understand the lecturers’ views and concepts of teaching and how these influence their teaching methods, which in turn may have an impact on the implementation of a student - centred environment. Thus, the main purpose here is to explore the likelihood of how concepts of teaching may encourage or even hinder a student-centered setting.
Keywords: Teaching, Higher education, Student-centeredness.