Abstract:
The study aims to explore inadequate pedagogical training for higher education and strategies that
could enhance effective teaching. The study adopted a constructivist paradigm and qualitative research
design as it is qualitative in nature. Bandura’s social cognitive theory forms the basis for the study.
The theory holds that learning occurs in a social context, interacts with the surroundings and actions,
and applies the already stored schemata to acquire new knowledge. Data were generated from the
critical review of the relevant literature. It was interpreted and analyzed thematically following Castle
and Amanda’s five steps of thematic analysis. The results showed inadequate funding and wrong
assumptions about the teaching abilities of lecturers with advanced degrees. In addition, there is also
a lack of formal training programs, which contributes to the poor state of teacher training. The study
revealed that enough funding and transparent lecturers’ pedagogical training structures can enhance
lecturers’ teaching abilities. The study concludes that teacher training for higher education is
insufficient. However, proper financial support for relevant and effective teacher training programmes
could improve lecturers’ teaching skills and thus better students’ performance. The study recommends
that all lecturers in higher education should go under formal teacher training. Universities should also
source funds to enhance formal teacher training for novice lecturers. There should be frequent
refresher courses on the latest teaching methods for gurus already in the field.
