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

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