Purpose: Despite the increasing evidence that illness perceptions should be addressed in patients, there is a lack of studies evaluating whether physiotherapists question illness perceptions. This study, using a mixed-methods design, investigates the integration of illness perceptions during the first consultation of physiotherapists treating patients with low back pain (LBP). Methods: Thirty-four physiotherapists performed usual history taking in a patient with non-specific LBP. The interview was audiotaped and illness perceptions were indexed using an observational instrument, based on the domains of Leventhals Common Sense Model. Patients were also asked to fill in the Illness Perception Questionnaire-Revised for LBP. Results: Physiotherapists assessed the illness identity, also perceptions regarding the (physical) cause and controllability of LBP were evaluated. Illness perceptions, such as timeline, consequences, coherence and emotional representation, were poorly assessed. Results of the questionnaire reveal that LBP-patients report overuse, workload and bad posture as primary cause. Patients held positive beliefs about the controllability and have high illness coherence. Conclusion: Belgian physiotherapists mainly question bio-medically oriented illness perceptions, e.g. physical symptoms and causes, but do not sufficiently address psychosocially oriented illness perceptions as recommended in LBP guidelines.Implications for RehabilitationBelgian physiotherapists mainly question biomedical oriented illness perceptions (illness identity, provoking factors and treatment control) in patients with low back pain (LBP) during the history taking (i.e. the first consultation).From a bio-psycho-social view psychosocially oriented illness perceptions should be incorporated in the daily routine of physiotherapists to comply with the bio-psycho-social treatment guidelines for LBP.Continuing education is mandatory in order to improve physiotherapists knowledge regarding the use of all dimensions of illness perceptions in the assessment of patients with LBP.
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Teacher beliefs have been shown to play a major role in shaping educational practice, especially in the area of grammar teaching―an area of language education that teachers have particularly strong views on. Traditional grammar education is regularly criticized for its focus on rules-of-thumb rather than on insights from modern linguistics, and for its focus on lower order thinking. A growing body of literature on grammar teaching promotes the opposite, arguing for more linguistic conceptual knowledge and reflective or higher order thinking in grammar pedagogy. In the Netherlands, this discussion plays an important role in the national development of a new curriculum. This study explores current Dutch teachers’ beliefs on the use of modern linguistic concepts and reflective judgment in grammar teaching. To this end, we conducted a questionnaire among 110 Dutch language teachers from secondary education and analyzed contemporary school textbooks likely to reflect existing teachers’ beliefs. Results indicate that teachers generally appear to favor stimulating reflective judgement in grammar teaching, although implementing activities aimed at fostering reflective thinking seems to be difficult for two reasons: (1) existing textbooks fail to implement sufficient concepts from modern linguistics, nor do they stimulate reflective thinking; (2) teachers lack sufficient conceptual knowledge from linguistics necessary to adequately address reflective thinking.
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L1 grammar teaching worldwide often takes the form of traditional grammar teaching with decontextualized parsing exercises and rules of thumb. Some researchers have proposed enriching such forms of grammar teaching by relating traditional grammatical concepts to underlying metaconcepts from linguistic theory. The merits of such an approach have become apparent in recent intervention studies, but the question remains how teachers perceive such forms of grammar teaching, which is of particular importance for curriculum development. The present study investigated Dutch teachers’ beliefs in focus groups and a national survey (N = 127). It is found that Dutch language teachers see important benefits of a metaconceptual approach to grammar teaching, particularly as a means to improve students’ grammatical understanding. However, results also indicate that while teachers may see clear pedagogical and conceptual advantages of working based on underlying metaconcepts, their own teaching practice appears to be much more traditional. This discrepancy is explained by assuming that contextual factors have a restraining effect on what teachers can or want to do in reality. Once such contextual factors no longer play a part, teachers’ views tend to be much more geared towards a metaconceptual approach. The paper concludes with some implications for future research.
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