Uncovering pedagogical gaps in a chemistry classroom: Implications for teaching and learning

This study was carried out to uncover the pedagogical gaps by characterizing the teaching practices of chemistry within a teacher education institution and subsequently, identifying the prevalent, non-prevalent and unobserved teaching practices. Accordingly, this implementation study employed the classroom observation method. The one-semester implementation of 11 chemistry lessons of a university lecturer was observed using a psychometrically-validated observation checklist comprises 50 items or indicators that measure six principles (dimensions). The use of the observation checklist entails checking whether each indicator is observed or otherwise during classroom observations. With a frequency of more than 25% to be considered prevalent, the findings indicate that the lecturer prevalently “maintained a scaffolding of instructional alignment” (62.5%), “offered quality learning environments, resources, and technology” (57.1%), and “promoted positive beliefs, attitudes, and behavioral patterns” (54.5%). However, it was a non-prevalent practice in “encouraging intellectual curiosity” (8.3%), and “promoting an atmosphere of critical thinking and inquiry” (14.3%). The practice of “offering a varied learning atmosphere” was, regrettably, non-existent (0%). The pedagogical gaps uncovered are discussed in terms of the needed customized staff development on teaching and learning in teacher education, particularly the content coverage of pedagogy (or teaching models), and the pedagogical coverage of pedagogy

The character of teaching practices in a teacher education institution: Findings from observation checklist

This study was conducted to characterise the teaching practices in a teacher education institution so as to inform us the existing practices which could then be compared with the aspired practices, uncovering the pedagogical shortfall. This study employed a form of implementation study using classroom observation. A total of 20 lessons drawn from Early Childhood Education, Mathematics, Science, Secondary School TESL (Teaching of English as a Second Language), History, Physical and Health Education, and Moral Education taught by lecturers in one Teacher Education Institution were observed over a one-semester period. A psychometrically-supported Observation Checklist comprising 50 items or indicators that spread across six principles was utilised in the observation whereby observers checked in terms of presence or absence of each indicator during the classroom observations. This study provides the characterisation of evidenced-based practices, uncovering the pedagogical gap which could be subsequently addressed by various means such as the providence of continuous in-service courses. Empowering lecturers pedagogically will produce quality teachers which in turn, produce quality students