Understanding the pedagogical practices of biochemistry and molecular biology academics

• Published in: Australian educational researcher 2020-11, Vol.47 (5), p.839-856
• Main Authors: Espinosa, Allen A., Verkade, Heather, Mulhern, Terrence D., Lodge, Jason M.
• Format: Article
• Language: English
• Subjects: Academic staff attitudes; Active Learning; Best Practices; Biochemistry; Biology; Class Size; Classroom observation; Classroom Observation Techniques; College Faculty; College Science; Colleges & universities; Curricula; Curriculum Design; Decision making; Education; Educational Policy and Politics; Educational Psychology; Educational technology; Foreign Countries; Higher education; Interviews; Large group teaching; Learner Engagement; Learning Strategies; Molecular Biology; Pedagogy; Problem solving; Science; Student Centered Learning; Students; Teacher Attitudes; Teacher Qualifications; Teaching; Teaching and Teacher Education; Teaching Methods; Thematic approach; University teaching
• ISSN: 0311-6999; 2210-5328
• DOI: 10.1007/s13384-019-00369-5

As higher education transitions from an exclusivist to a more accessible endeavour, class sizes are continuously increasing, prompting academics to explore different strategies to facilitate quality learning. In this paper, we explore the current practices of Australian biochemistry and molecular biology academics to understand how academics cope with the mass education context, and whether there are specific blocks to the introduction of active learning into these classrooms. We utilised inductive thematic analysis to identify the themes underpinning the pedagogical practices of a selection of academics in biochemistry and molecular biology. These data indicated that these academics: (1) consider themselves to be, and are, traditional teachers; (2) believe that their students will learn better the way that they were taught at university; (3) are trying to shift their teaching from traditional to non- traditional; and (4) practice reflective teaching. These findings suggest that these pedagogical practices are primarily influenced by the academics' own presumptions and educational beliefs on how the specific discipline should be taught. Engagement in professional development appears to be influencing some academics to shift their teaching towards a more active and student-centred focus, but still, a lack of formal education qualification is holding many academics back from fully engaging with current pedagogical best practice. The findings in this study are broadly applicable to many higher education disciplines. [Author abstract]