Exploring pedagogical effectiveness in teacher education: Insights and challenges from Kurdish EFL university lecturers

Rizgar Qasim Mahmood

doi:10.32674/tm4f3a78

Authors

Rizgar Qasim Mahmood University of Wollongong, Australia

DOI:

https://doi.org/10.32674/tm4f3a78

Keywords:

Effective teaching methods, Kurdish EFL lecturers, pedagogy, teacher education, technology and L2 teaching

Abstract

This study examined the perceptions, practices, and challenges of Kurdish EFL university lecturers in implementing effective pedagogy within teacher education. Forty lecturers from Iraqi Kurdistan completed surveys and semi-structured interviews. While participants viewed problem-based and collaborative learning as most effective, lecture-based instruction predominated, indicating a gap between beliefs and practice. Challenges included limited resources, insufficient training, political interference, and inadequate integration of technology. Proposed solutions emphasized learner-centered approaches, enhanced teacher training, improved infrastructure, and greater use of educational technologies, including AI tools. Findings highlight the need to align pedagogical beliefs with practice, strengthen pedagogical content knowledge, and integrate technology to improve teacher education quality. Implications extend to policymakers, teacher educators, and institutions in similar EFL contexts.

Author Biography

Rizgar Qasim Mahmood, University of Wollongong, Australia

RIZGAR QASIM MAHMOOD earned his master’s degree in Linguistics/TESL from California State University, Northridge, USA. From 2019 to 2022, he worked as an assistant lecturer at Salahaddin University, Erbil, in Iraqi Kurdistan. He is currently pursuing a PhD in Applied Linguistics/Second Language Acquisition at the University of Wollongong, Australia. His research focuses on the role of technology in L2 acquisition, pronunciation instruction, corrective feedback, and teacher development in language education. Email: rqm841@uowmail.edu.au

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