Pedagogical Effectiveness in Teacher Education: What University Lecturers’ Experiences Reveal

Purpose and context

Universities across different regions are under increasing pressure to improve teaching quality. Calls for learner-centred pedagogy, innovative assessment, and responsible use of digital tools are now common in institutional strategies. At the same time, many lecturers report rising workloads, limited resources, and growing administrative demands. These conditions raise an important question: how can teacher education be strengthened in ways that are realistic for those who teach within it?

This report is based on a recent study examining pedagogical effectiveness in teacher education from the perspectives of Kurdish EFL university lecturers working in Iraqi Kurdistan (Mahmood, 2025). The study draws on survey responses and interviews with lecturers who are directly involved in preparing future teachers. Rather than evaluating pedagogy against ideal models, the research focuses on how teaching is understood and enacted under everyday institutional conditions. Although the study is situated in one regional context, the issues it raises are familiar to academics working in teacher education and related fields across many higher education systems.

What lecturers believe about effective teaching

One clear finding of the study is that lecturers have a strong understanding of what effective teaching looks like. When asked about approaches that best prepare future teachers, many pointed to problem-based learning, collaborative learning, and learner-centered practices (Laal & Ghodsi, 2012). These approaches were associated with active engagement, deeper understanding, and the development of critical thinking.

Furthermore, lecturers did not describe effective pedagogy as something abstract or theoretical. Instead, they spoke in practical terms about classrooms where students participate, work together, reflect on their learning, and connect theory to real teaching situations. In this sense, the study challenges assumptions that university lecturers rely on traditional methods because they are unaware of alternative approaches. Pedagogical awareness was not lacking.

What happens in practice

Despite this awareness, the study found that lecture-based teaching remains the dominant practice in teacher education programs. Most participants reported that lectures are still the main way teaching is delivered, both in their own practice and in the programs they experienced.

Importantly, lecturers did not present this as a personal preference. Rather, lectures were described as the most manageable option given existing constraints. Large class sizes, fixed syllabi, limited time, and assessment systems focused on coverage rather than engagement all pushed teaching in a more traditional direction. This gap between belief and practice is a central insight of the study. In addition to that, the study shows that pedagogical choices are not made in isolation. Even when lecturers value interactive and learner-centred teaching, institutional conditions can limit what is possible in practice (Mahmood, 2025).

Everyday constraints shaping pedagogy

Lecturers described a range of challenges that shape how teaching unfolds. These challenges were not framed as isolated problems, but as interconnected aspects of the teaching environment. Classroom conditions were a frequent concern. Participants mentioned overcrowded classrooms, limited physical space, and a lack of modern teaching facilities. These conditions make it difficult to organize group work, discussion, or reflective activities. Student-related factors also played a role. Lecturers spoke about uneven student preparation, low motivation in some contexts, and limited experience with independent learning. These issues further complicate attempts to shift away from teacher-centred instruction.

Beyond the classroom, institutional and political factors were raised. Some lecturers described unplanned regulations, administrative interference, and a lack of transparency in decision-making. Financial constraints and weak digital infrastructure added to these pressures. Together, these factors created an environment where pedagogical change felt risky or difficult to sustain (Mahmood, 2025).

Technology: widely valued, unevenly supported

Technology was viewed positively by most lecturers. Many believe that digital tools can support teaching, increase engagement, and improve access to resources (ElSayary, 2024; Hrastinski, 2021). This belief became particularly strong in the period following the COVID-19 pandemic, when online platforms became part of everyday academic life. However, confidence in using technology varied widely. Some lecturers felt moderately comfortable, while others reported limited experience or lack of training. Access to reliable internet, functional equipment, and technical support was inconsistent.

When discussing newer tools, including AI-based applications, lecturers expressed cautious interest. They recognized potential benefits but emphasized that they had not received clear guidance on how such tools should be used in teaching. The study, therefore, suggests that technology is seen as promising, but that its pedagogical use depends heavily on institutional support rather than individual enthusiasm (Mahmood, 2025).

What this means for teacher education

The findings point to several important implications for teacher education.

First, the study highlights that improving teaching is not simply a matter of changing lecturers’ attitudes or introducing new pedagogical frameworks. Many lecturers already value effective, learner-centred teaching. The challenge lies in creating conditions that allow these beliefs to be translated into practice. Second, professional development needs to be closely connected to lecturers’ actual teaching contexts. Participants expressed a desire for practical training that addresses real classroom conditions, rather than generic workshops detached from everyday constraints. Third, institutional culture matters. Lecturers repeatedly emphasized the importance of support, encouragement, and recognition from departments and leadership. Even small signals of trust and backing were seen as enabling pedagogical experimentation and reflection (Mahmood, 2025).

Practical ways forward without adding pressure

A notable strength of the study is that lecturers did not simply describe problems; they also suggested realistic ways forward. Many argued that learner-centred practices can be introduced gradually. Group work, peer feedback, and short reflective tasks were seen as feasible even in large classes, provided they are supported rather than discouraged by institutional policies. Infrastructure improvements were discussed in pragmatic terms. Reliable internet access, basic classroom technology, and shared teaching resources were viewed as foundational rather than optional. Lecturers also supported the idea of clear pedagogical guidelines, as long as these are developed collaboratively and reviewed regularly. Such guidelines were seen as helping to maintain quality and consistency, not as restricting academic freedom. Finally, participants stressed that meaningful change takes time. Pedagogical development was described as an ongoing process rather than a quick reform that can be imposed from above (Mahmood, 2025).

Concluding reflections

This report shows that pedagogical effectiveness in teacher education is shaped as much by context as by knowledge or commitment. Lecturers in this study demonstrated strong professional awareness and a clear sense of what effective teaching involves. What limits them is not a lack of understanding, but the conditions under which they work. For academics, institutions, and policymakers, the message is straightforward: sustainable improvement begins by listening to those who teach. Strengthening teacher education does not require adding more demands. It requires aligning expectations with realities, providing targeted support, and creating space for lecturers to teach in ways they already know are effective.

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References 

ElSayary, A. (2024). An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era. Journal of Computer Assisted Learning,40(3), 931-945. https://doi.org/10.1111/jcal.12926

Hrastinski, S. (2021). Digital tools to support teacher professional development in lesson studies: a systematic literature review. International Journal for Lesson and Learning Studies,10(2), 138-149. https://doi.org/10.1108/ijlls-09-2020-0062

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486-490. https://doi.org/10.1016/j.sbspro.2011.12.091

Mahmood, R. Q. (2025). Exploring pedagogical effectiveness in teacher education: Insights and challenges from Kurdish EFL university lecturers. Journal of Interdisciplinary Studies in Education, 14(4), 1-26. https://doi.org/10.32674/tm4f3a78