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An Exploratory Multiple-Case Study Of Nepal’S Science Teacher Educators’ Knowledge And Practices Of Active Learning And Culturally Responsive Teaching, Sunil Pokhrel

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The benefits of implementing active learning (AL) embedded with culturally responsive teaching (CRT) practices are well established: students’ deep learning of science is promoted and the achievement gaps between students of majority and minority backgrounds are reduced. Unfortunately, the acceptance for AL and CRT in Nepal’s science teacher programs is low and implementation is superficial. Using a qualitative multiple-case study, the study examined the understanding of seven Nepali science teacher educators (STE) of AL and CRT practices. The challenges faced by the STEs to implementing these two pedagogies at three of Nepal’s science education-focused Bachelor of Education (B.Ed.) programs were …