The Character of Biology Teaching Practices: Pedagogical Hiatuses and the Implications for Continued Professional Development

Abstract

This study was conducted to characterise the Biology 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 hiatuses. This study employed a form of implementation study using classroom observation. A total of three lessons drawn from a Biology course within the Bachelor of Education (Biology Major) by a lecturer 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. In terms of coverage of aspired teaching practices which met the quartile rule (i.e., practices which were observed more than one-fourth or 25% in the overall observations), the findings indicated that lecturers fully ensured constructive instructional alignment (100%), fostered intellectual excitement (66.7%), provided quality spaces, technology and resources (57.1%), nurtured good values, attitudes and behaviours (45.5%), nurtured a climate of inquiry and critical reflection (42.9%). Nevertheless, the characterised teaching practices indicated that the lecturer did not offer adequate diverse learning environment (20.0%). This study provides the characterisation of evidenced-based practices, uncovering the pedagogical hiatuses 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.