LIVED EXPERIENCES OF TEACHERS DURING TEACHING-LEARNING PROCESSES IN A PUBLIC COLLEGE CLASSROOM OF LAHORE

Abstract

The present study was conducted with the aim to explore the lived experiences of
college teachers which they experience during their classes by focusing on aspects like
teaching methods, class interaction, content materials and resources, and learning
activities used by the teacher. For the purpose of improving the education system,
improvements in what goes in the classroom should be dealt with first by the policymakers.
The teacher remains the focal point of all the activities in the classroom, thus experiences
of teachers need to be explored in the teaching-learning process. The narrative literature
review technique was used for reviewing the previous studies on the topic. Current study
used hermeneutic phenomenological studies about teachers’ lived experiences in a
classroom of public college of Lahore for the purpose of filling methodological gap and
population gap. The investigation was qualitative in nature with interpretivism as
epistemological belief. Teachers of public colleges of the Lahore district were the
population and by using purposive sampling, three teachers who were teaching in a
classroom of public college of Lahore were selected as participants. Semi-structured
interview technique was used with self-developed interview protocol validated by experts’
opinion, and interviews were analyzed by using interpretive phenomenological analysis.
Criteria of trustworthiness were satisfied by respondent checking, external audit and
thick/rich description, and documenting the research log about the phenomenon. The
researcher used the descriptive coding method, process coding and N-Vivo coding for
coding interviews. Results of the study shows that teachers consider a teaching session as

successful if it meets the objectives. Mostly teachers used teacher-centered and content-
focused methods like textbook method, translation method and lecture method considering

subject requirements and students’ developmental level. Teachers rely on limited learning