Pedagogical Practices of Basic level Teachers in Community School in Nepal

Abstract This study examined the pedagogical practices of basic-level teachers in a community school in Kathmandu. A basic qualitative research approach was employed, with Kirtipur Secondary School selected purposively as the study site. Four Social Studies teachers participated as key informants. Data were collected from both primary and secondary sources through in-depth interviews and classroom observations and were analyzed using a descriptive qualitative approach. The findings revealed that lecture-based teaching remained the dominant instructional method in classroom practice. Although teachers possessed theoretical knowledge of child-centered pedagogy, its implementation was limited. Interactive strategies such as demonstration, project work, collaborative learning, brainstorming, storytelling, drama, modeling, and reflective activities were rarely used. Classroom observations also showed limited student participation, inadequate teacher-student interaction, and minimal use of eye contact during instruction. Furthermore, classroom environments were generally unsuitable for implementing child-centered and inclusive learning approaches due to overcrowding and limited physical space. The study found that integrating local indigenous knowledge and cultural resources helped create more engaging learning environments and improved students’ understanding and classroom participation. Female students were observed to be more active and disciplined than their male counterparts. Teachers reported several challenges affecting their pedagogical practices, including large class sizes, student diversity, inadequate administrative support, limited access to information technology, and feelings of professional insecurity. These constraints often compelled them to rely on traditional teaching methods. Despite these challenges, teachers made efforts to introduce innovative practices such as role play, discussion, and selected project-based activities by incorporating local cultural materials and contextual knowledge. The study highlights the need for improved classroom conditions, institutional support, and professional development opportunities to promote effective child-centered and inclusive pedagogical practices in community schools. Keywords: Pedagogical practices, strategies, child-centered method, cultural tools, inclusive learning.