IN THIS PAPER, AN ATTEMPT TO RECONCEPTUALIZE UNIVERSITY TEACHERS’ CONCEPTIONS OF STUDENT LEARNING IN NINE EMPIRICAL STUDIES IS PROVIDED. LARGELY BASED ON INTENDED LEARNING OUTCOMES, FOUR CATEGORIES ARE FOUND ARRANGING ON A CONTINUUM FROM LOWER LEVEL, I.E. STORING/RECALLING ATOMISED INFORMATION AND REPRODUCTIVE UNDERSTANDING, TO HIGHER LEVEL, I.E. REORGANIZING/MODIFYING KNOWLEDGE AND CHANGE-IN-WAY-OF-THINKING. THE FORMER CONCEPTIONS LAY FOUNDATION FOR TEACHER-CENTRED APPROACH TO TEACHING WHILE THE LATTER CONCEPTIONS SET THE GROUND FOR STUDENT-CENTRED APPROACH. IMPLICATIONS OF THIS RECONCEPTUALIZING FOR ENHANCING TEACHING QUALITY ARE ALSO DISCUSSED. COMMON GROUND, THANH T. NGUYEN, NGA D. TRAN.
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