Beyond the Lecture Hall: A Qualitative Study of University Educators’ Experiences, Challenges, and Aspirations for Reimagining Pedagogical Preparation in Bangladesh

BETWEEN LECTURE AND PARTICIPATION: TENSIONS OF PEDAGOGICAL INNOVATION IN MANAGEMENT EDUCATION

Management education combines technical, social, ethical, and analytical knowledge in teaching and learning processes marked by diverse teaching practices. This article analyzes how students in an undergraduate Management program perceive the relationships among teaching methodologies, assessment, feedback, and theory-practice integration, as well as the tensions these perceptions reveal about pedagogical innovation. The qualitative, exploratory, and descriptive research adopted a case study in a federal higher education institution. Documentary analysis used the 2019 Pedagogical Course Project as the main curricular reference and the 2024 update as a prospective normative context; empirical evidence comprised ten semi-structured interviews with students who had completed at least 50% of the program workload. Content analysis combined deductive and inductive coding in a 44-code codebook. The results were reorganized into three tensions: lecture and active experimentation; grade and formative feedback; academic content and professional experience. The accounts indicated coexistence among oral lectures, teaching cases, projects, debates, and gamification strategies, with different levels of continuity across course units. Assessment criteria and feedback also varied, while professional experiences were associated with subject area, teacher mediation, study schedule, and participation conditions. The study concludes that, in the case examined, pedagogical innovation has a relational character: its expression depends on coherence among objectives, teacher mediation, student activity, criteria, feedback, and contextual application. The article provides an interpretive synthesis for planning teaching and learning processes.

A Needs Analysis of Biology Teachers’ Perception on the Integration of STEM, SSI-Based Instruction and Flipped Classroom Strategies

The study investigated biology educators’ preparedness and obstacles in adopting innovative teaching methodologies in biology education. The findings indicated that although respondents were predominantly young, well-educated, and open to innovation, substantial obstacles hindered effective implementation. Fifty percent of the educators regarded their school climate as unsupportive, signifying institutional limitations. While 86.7% affirmed that the integration of STEM, Socio-Scientific Issues (SSI), and flipped classroom methodologies boosts learning, only 6.7% regarded themselves as competent in implementing these techniques. Additionally, 93.3% indicated a necessity for professional development, 60% identified a deficiency in teaching materials, and 53.3% noted a lack of technological support. The study determined that the principal impediments arise from deficiencies in training, resources, and institutional support, rather than teacher motivation. It advocates for continuous professional development, enhanced resource distribution, robust administrative backing, and a school atmosphere that fosters instructional innovation and effective pedagogical practices.

Bridging theory and practice: Mentorship from practicing teachers in microteaching for preservice English teachers

This study examines the role of practicing teachers in a microteaching course and its impact on developing student-teachers’ skills at an Indonesian public university. This study specifically aimed to 1) identify student experiences in microteaching sessions involving practicing teachers, 2) analyze the influence of this involvement on their teaching skills, and 3) explore the meaning of this collaboration from the students’ perspectives. Using a qualitative phenomenological approach, the research involved third-year student-teachers, four lecturers, and ten practicing teachers from secondary schools in Yogyakarta. Data were collected through interviews, classroom observations, and reflection notes, then analyzed using Interpretative Phenomenological Analysis with source triangulation and member checking for validation. First, regarding student experiences, practicing teachers’ presence created an authentic and reflective learning environment where student-teachers engaged in microteaching that closely simulated real classroom situations. Second, concerning the influence on teaching skills, this collaboration significantly enhanced student-teachers’ abilities to design realistic lesson plans, conduct interactive teaching, manage classrooms effectively, and provide reflective assessment through direct guidance, modeling, and professional feedback. Finally, from the students’ perspective, practitioners were viewed not merely as technical mentors but as mediators between theory and practice and as professional role models who helped shape their teaching identity and self-reflection. The study concludes that collaborative microteaching effectively bridges academic learning and practical pedagogy. Sustained implementation within teacher education curricula is recommended to strengthen university-school partnerships and prepare future-ready educators. 

Mentors' perspectives in guiding professional teachers: A study of the pre-service teacher education program

This study examines the role of mentors in the Teacher Professional Education program (PPG) in Indonesia, exploring how mentors contribute to shaping prospective professional teachers. The PPG program integrates pedagogical theory with direct teaching practice in schools, wherein mentors serve as critical bridges between academic knowledge and the realities of educational practice. Employing a qualitative approach with an instrumental case study design, this study involved four mentors and 30 PPG student-teachers from four subject areas at a teacher education institution in Indonesia. Data were collected through in-depth interviews, participatory observation, and analysis of reflective journals. The findings reveal that the role of mentors extends beyond technical teaching skills, encompassing four key dimensions: (1) mentor as professional role model exemplifying best practices, (2) mentor as learning facilitator promoting critical reflection, (3) mentor as provider of emotional support in navigating early teaching challenges, and (4) mentor as agent of socialization into school culture and the teaching profession. The effectiveness of mentoring is significantly influenced by the quality of the mentor-mentee relationship, the mentor's pedagogical competence, and institutional support systems. This study contributes to the theoretical understanding of teacher professional learning and offers practical implications for developing more effective PPG programs in preparing prospective professional teachers.

Training as a Teacher of Science at the University of Zambia: Boons and Challenges as Perceived by Students in the Science Teacher Education Programme

This study explored the perceived benefits, challenges, and coping strategies of students enrolled in the Bachelor of Science with Education (BSc. Ed.) and Bachelor of Agriculture with Education (BAgric. Ed.) programmes at the University of Zambia. Using a qualitative approach grounded in Todorov's Narrative Structure Theory, data were collected through open-ended questionnaires administered to 140 third- and fourth-year students in May 2019. Constant comparative analysis, employing both deductive coding aligned with Todorov's five narrative stages and inductive thematic development, was used to identify emergent themes. Findings revealed that students perceived significant benefits in knowledge acquisition, skills development, and positive value formation. However, they also reported substantial challenges including overloaded curricula, inappropriate pedagogical strategies, financial constraints, accommodation shortages, inadequate learning resources, and transitioning difficulties. Coping strategies included extended study hours, formation of study groups, engagement in part-time work, and utilisation of online resources. The study highlights a tension between the programme's intended outcomes and the lived experiences of students, with implications for teacher quality and retention. Through the lens of Todorov's narrative theory, the student experience is revealed as a dynamic journey from initial equilibrium through disruption and recognition to repair and the achievement of a new, transformed equilibrium. Recommendations include curriculum review, enhanced lecturer pedagogical training, improved financial support schemes, better coordination between collaborating schools, and deliberate mentorship programmes. The findings contribute to the discourse on teacher education quality in resource-constrained higher education contexts in Sub-Saharan Africa.

Education Students’ Perceptions of What It Means to Be a Teacher