This study investigated student teachers’ preferred active learning strategies, and those which they actually received during their teacher preparation programmes. An explanatory mixed methods research design was adopted, including a survey completed by 308 participants and group interviews involving 38 participants. Data were gathered from student teachers completing their university education in three countries: Qatar, Lebanon, and China. Results indicated the prevalence of and a preference for a passive mode of instruction among student teachers as a convenient approach that would guarantee good grades from assessment procedures favouring memorization. Further, several inconsistencies between the quantitative and qualitative data revealed challenges in reconciling the theory-practice gap, changing perceptions towards alternative teacher roles, and realigning assessment procedures with innovative teaching methods.

Effective teaching (ET) has recently drawn attention within higher educational institutions owing to the need for greater accountability and high-quality learning outcomes. The present study investigated Qatar University faculty member’s (QUFM) perception of ET, characteristics, practices, and impediments by assembling data from a cluster sample of 75, using a quantitative approach. The methodology that was utilized took the form of five research questions that were answered using a basic descriptive and inferential statistical approach. Results indicate that 52% of QUFM consider the ET term to be ambiguous, which means 48% of the QUFM population are not contributing to fulfilling the adapted strategy of education and learning excellence, which is based on achieving ET. Moreover, the data revealed that 57.14% of QUFM’s instructional knowledge is not at an acceptable rate. Finally, the results suggested that most academic staff is required to receive further training in implementing ET concepts. Article visualizations: