Perceptions of University Teachers about Curriculum & Pedagogy A Case of Public Sector Universities in Pakistan

Abstract

The perceptions of university teachers about curriculum and pedagogy are pivotal in shaping the educational experiences of both teachers and students, impacting learning outcomes, and contributing to the continuous improvement of educational practices. The purpose of this research is to critically assess university instruction from the viewpoint of the actors themselves because teaching allows teachers to reflect on, interpret, and recreate their pedagogical practices while also using them as a source of learning from an innovative and changing perspective. This case study aims to comprehend how teachers mean the teaching process. The data were collected through an open-ended questionnaire focused on curriculum perception as a guiding document shaping educational aims and activities, in which 30 university faculty members of three universities participated. The research study facilitated the creation of the subjects' discourse regarding their experiences as university instructors. The findings highlight a few characteristics of teachers who stand out in the lives of their students: a deep mastery of the subject matter they teach, an appropriate theory-practice relationship, a primary concern for the learning process in the classroom, and the importance of didactics in the learning process.