Graduate Faculty Pedagogy: A Qualitative Exploration of Teaching Skills and Practices in a Philippine Higher Education Institution

Authors

  • Dr. Maritess Viernes Author

DOI:

https://doi.org/10.64358/sih.v2i3.159

Keywords:

graduate faculty, graduate education, pedagogical practices, teaching skills, qualitative research, faculty development, Philippine higher education

Abstract

Graduate education requires pedagogical practices that extend beyond the transmission of disciplinary knowledge and foster critical inquiry, research competence, scholarly independence, and professional development. This qualitative study explored the teaching skills and pedagogical practices of graduate school faculty members in a Philippine higher education institution, with particular attention to how faculty members facilitated advanced learning, research engagement, scholarly discourse, and learner development. A qualitative descriptive research design was employed. Participants consisted of purposively selected graduate school faculty members from Isabela Colleges, Incorporated who had teaching experience in master's or doctoral programs. Data were collected through semi-structured individual interviews that examined participants' approaches to teaching, instructional strategies, research integration, assessment and feedback practices, use of technology, learner engagement, and perceived challenges in graduate instruction. Interview data were transcribed and subjected to reflexive thematic analysis through familiarization, systematic coding, theme development, review, definition, and interpretive reporting. The analytical framework focused on recurring patterns related to learner-centered instruction, research-integrated pedagogy, dialogic teaching, mentoring and feedback, adaptive use of technology, and the development of scholarly independence. The study provides a contextual understanding of graduate faculty pedagogy within a Philippine higher education environment and underscores the importance of pedagogical competence alongside disciplinary expertise. Findings may inform graduate faculty development programs, institutional teaching policies, mentoring practices, and quality assurance initiatives designed to strengthen advanced teaching and learning.

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Published

2026-08-30

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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