Encounters of Teachers and Students in the National Learning Camp Using the Lens of the Generative Change Model: An Ethnography and Discourse Analysis

Abstract

This paper aimed to investigate the experiences of teachers and students during the National Learning Camp (NLC) and determined if it captures the students’ needing intervention, and builds the capacity of the teachers using the generative change model. The unstructured questionnaire was used in Focus Group Discussions (FGD) to explore the experiences of teachers and students in the National Learning Camp. Ethnography and discourse analysis were employed in this study through the different encounters such as teacher to teacher, student to student, and teacher to student. The results of the study found that the NLC is a significant educational initiative that aimed to foster professional growth, collaboration, and positive student interactions among teachers and students, introducing new perspectives on student-centered approaches, collaborative learnings, and innovative teaching methods, leading to a shift towards interactive and student-engaging teaching practices. NLC also resulted in enhancing student engagement, collaborative learning experiences, and a supportive classroom environment conducive to academic success. The study concluded and highlighted the transformative impact of the NLC on teachers' professional development, student-centered approaches, student engagement, inclusive classroom environments, promoting positive interactions, deeper learning experiences, and academic success. Findings of this research may serve as a baseline of information for developing a well-structured plan, incorporating gamified instruction, designing classrooms for creativity and experiential learning, providing comprehensive support services, and exploring the impact of NLC on teaching and learning practices.