Implementation of Yakthung-Pan Curriculum: A Pedagogical Practices in Classroom

Abstract

This study intents to explore the implementation practices of Yakthung-Pan curriculum in community school of Nepal. To explore this, the basic qualitative design was used to collect the verbal information from the informants. For this, the three participants of Yakthung teachers were selected from three community schools those who were teaching this curriculum at the basic level. These participants were selected through the purposive sampling method. From these participants, I collected the data by administering in-depth interview. I also observed the classroom of these teachers. The data were analyzed in thematic approach. The major finding is that Yakthung teacher used the inductive, code switching, listening, speaking, reading, writing and verbal learning methods in teaching in Yakthung-Pan mother tongue curriculum. Similarly, these teachers were used the textbook as a core instructional material in teaching this curriculum. Along with, teachers were used the theme-based evaluation, formative and summative evaluation, theoretical and practical evaluation methods in classroom teaching. However, the teachers were little used the instructional materials in implementing this curriculum in the classroom.