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This article views all educational approaches as either traditional (teacher-centered) or non-traditional (learner-centered), with not much emphasis placed on differentiating between the non-traditional models. The purpose of this paper is to describe the impediments to changing one's approach to teaching and some strategies to overcome those impediments. We will also focus our attention on those educators who seek to change from a traditional approach to a more non-traditional approach to teaching. The three main sources of resistance described are the students, the administration, and the individual attempting the change. The rest of the paper describes strategies and actions to deal with the resistances encountered. [ABSTRACT FROM AUTHOR]

This paper reviews two studies made about teachers' profiles and their beliefs concerning their own teaching in the Faculty of Medicine of the University of Chile. These beliefs are interpreted as their subjective theories, which are assumed to be representative of the culture in the health science system and the dominant university systems. These beliefs influence their behavior and they are not often explicit. Using different techniques of data gathering, beliefs concerning teaching, teaching techniques, the reasons why these are chosen and the evaluation of what is learned are explored along with some ethical and social aspects of teaching. These two studies look for elements to improve faculty development programs. It has been observed that beliefs related to practical, non-reflective thinking are predominant. It is suggested to reinforce faculty development programs to stimulate analytic and reflexive thinking as well as to improve the values in student-teacher relationships that might be based on reflection on the practice. It is concluded that teacher-training courses have influenced those who took them and they are contaminated by the scientific paradigm of health sciences professions. Limitations in those who have taken the courses have been observed. However, these limitations are of a lesser degree than in those who have not taken the training courses. [ABSTRACT FROM AUTHOR]