Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment: A mixed methods study

• Tutor beliefs do not predict tutor interventions.
• Confidence in own facilitation skills explain tutor behavior.
• Students' capabilities clarify tutor interventions.
• Tutor behavior depends on the curriculum design.
• The developed observation instrument distinguishes tutor behavior.

The purpose of this study was to explore the discrepancy between teacher beliefs and behavior in a Problem-Based Learning (PBL) environment. Using a survey and observations, this study demonstrated that tutors prefer learner-oriented beliefs, but in their teacher behavior they showed a more traditional approach to teaching. Analysis of semi-structured interviews indicated that this inconsistency could be attributed to the way in which problem-based learning is embedded in the curriculum, the confidence teachers have in the self-directed capabilities of students, and the self-confidence of teachers regarding their own facilitation skills.