Lived Experience of Population Education Teachers on Changes in Teaching Learning Process: A Narrative Inquiry

Abstract

The thesis entitled, Lived Experience of Population Education Teachers on Changes in Teaching Learning Process: A Narrative Inquiry was carried out to explore lived experience of population education teachers on changes in teaching learning process on four dimensions of teaching and learning process, their relationship with students, curriculum materials, assessment of student’s learning, and student’s participation in teaching learning process. For this research, the theory of constructivism was used. The research site was Kathmandu valley. I choose four participants from public and private schools. Two of them were male and two of them were female. I used in- depth interview to get the stories of participants by using open-ended questions. I recorded their stories, took some notes. I listened to their recording and transcribed their information and developed stories. Then after I created themes and then after I related themes with theory and reflect on this. After that I synthesized all the findings, interpret, elaborate the information, comparing themes and interpret the stories based on the theory and literature. My research followed quality and ethical standards of respect, protection, and safety of the participants their privacy and dignity. In this study I have explored population education teacher on changes in teaching learning process. Teachers were found to be created a friendly relationship with students, they taught according to curriculum, they use portfolio as an assessment tool to know student’s learning, they engage their student in classroom activities. Although the participants claim that they use constructivist pedagogy, they appear to be in the transition from traditional to progressive pedagogy.