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.