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All Journal Online Learning in Educational Research
Mohammad Hamidul Haque
American International University of Bangladesh
Education

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Confronting Professional and Cultural Barriers to Evidence-Based Teaching in University English Departments: An Auto-Ethnographic Study Md. Saiful Alam; Adelina Asmawi; Mohammad Hamidul Haque
Online Learning In Educational Research (OLER) Vol. 4 No. 2 (2024): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v4i2.404

Abstract

education, yet their integration in higher education remains underexplored, with most studies focusing on schools. This study aims to identify cultural and professional barriers hindering EBTP adoption among university lecturers through an autoethnographic approach. Using Flanagan's Critical Incident Technique (CIT) and personal journaling, longitudinal qualitative data were collected and analyzed within an interpretive framework. The findings reveal that deeply ingrained cultural capital and traditional professional practices significantly obstruct the adoption of EBTP, highlighting resistance to pedagogical innovation, peer learning, and student-centered teaching. These barriers emphasize the need for institutional reforms, professional development initiatives, and a cultural shift to foster evidence-based practices in higher education, contributing to bridging the gap between research and practice in pedagogy.
Co-Authors Adelina Asmawi Md. Saiful Alam