USE OF INSTRUCTIONAL MATERIALS IN TEACHING PRACTICE

Teaching practice is considered the crown jewel of the Faculty of Education. In the final year of undergraduate and postgraduate levels, students must compulsorily participate in teaching practice. This practice allows student-teachers to apply the theoretical knowledge they have gained into real classroom situations and helps them develop teaching-related competencies. During external evaluation of teaching practice, it becomes essential to assess the instructional materials used by the student-teachers. Some aspects observed during the evaluation process have formed the basis of this study. This article was inspired by classroom observations and interviews with student-teachers. The study follows a qualitative research design. Data were collected from 25 student-teachers selected purposively from five campuses (both community and constituent) through class observation, material analysis, and direct conversation. Using both primary and secondary data, this paper explores the status of instructional material development and use among student-teachers, explaining its importance in Nepali language teaching. The main objective of this article is to identify and analyze how student-teachers of the fourth year of the Bachelor’s level (Education Faculty) construct and utilize instructional materials during their mandatory teaching practice. The findings indicate that student-teachers need more training and practice in designing and effectively using instructional materials in classroom teaching.