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

University educators in Bangladesh generally begin their teaching careers without pedagogical training and instead rely on personal techniques for classroom management and course design. This study examines their efforts, obstacles, and hopes to improve their preparation for teaching. It employs a qualitative methodology, using thematic analysis of 14 in-depth interviews with public university faculty. Data saturation was reached at 14 participants. A dominant finding is the construction of a teaching role with little instructional experience and guidance, a role identity shaped by a perceived imbalance of power between teaching and research, and a quest for greater teaching support, training, and area identity. This study elucidates the role that institutional culture and professional identity play in shaping pedagogical preparation. The findings highlight the need for well-structured faculty development to improve and reform teaching systems in universities.

pedagogical preparation, university educators, professional identity, higher education, Bangladesh

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