Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools
- Authors: Nakaonga, Ruth
- Date: 2014
- Subjects: Curriculum change -- South Africa , Educational change -- South Africa , Education, Primary -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2002 , http://hdl.handle.net/10962/d1015648
- Description: South Africa has experienced three significant curriculum reforms since 1994. The first of these replaced the ‘apartheid’ curriculum with C2005 based largely on Outcomes Based Education. In the second stage C2005 gave way to the National Curriculum Statements, a simplified version of C2005. Finally, the NCS was replaced with CAPS. This research study investigates the perceptions, attitudes and experiences of teachers implementing these curriculum changes. It focuses in particular on Foundation Phase in 2012, the year in which CAPS was implemented in that phase. It took the form of an interpretive case study, using qualitative data generating and analysis techniques. Principals and selected teachers of two primary schools in Grahamstown – an ex-Model C school and a performing ‘township’ school - were the respondents of the study. Data were generated chiefly through questionnaires and semi-structured interviews, supplemented by document analysis and observation. The findings revealed that the teachers in this study are frustrated and angry about the frequency of curriculum change in South Africa. Respondents are particularly critical of OBE and the NCS. While they welcome the need for a departure from ‘apartheid’ curricula, they feel the pedagogical underpinning of the NCS – with its emphasis on learner-centredness – disempowered them as teachers. Hence, they welcomed CAPS which seems to return to content – rather than skills and attitudes – and re-instates the teacher as the chief giver of knowledge and manager of learning.
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- Authors: Nakaonga, Ruth
- Date: 2014
- Subjects: Curriculum change -- South Africa , Educational change -- South Africa , Education, Primary -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2002 , http://hdl.handle.net/10962/d1015648
- Description: South Africa has experienced three significant curriculum reforms since 1994. The first of these replaced the ‘apartheid’ curriculum with C2005 based largely on Outcomes Based Education. In the second stage C2005 gave way to the National Curriculum Statements, a simplified version of C2005. Finally, the NCS was replaced with CAPS. This research study investigates the perceptions, attitudes and experiences of teachers implementing these curriculum changes. It focuses in particular on Foundation Phase in 2012, the year in which CAPS was implemented in that phase. It took the form of an interpretive case study, using qualitative data generating and analysis techniques. Principals and selected teachers of two primary schools in Grahamstown – an ex-Model C school and a performing ‘township’ school - were the respondents of the study. Data were generated chiefly through questionnaires and semi-structured interviews, supplemented by document analysis and observation. The findings revealed that the teachers in this study are frustrated and angry about the frequency of curriculum change in South Africa. Respondents are particularly critical of OBE and the NCS. While they welcome the need for a departure from ‘apartheid’ curricula, they feel the pedagogical underpinning of the NCS – with its emphasis on learner-centredness – disempowered them as teachers. Hence, they welcomed CAPS which seems to return to content – rather than skills and attitudes – and re-instates the teacher as the chief giver of knowledge and manager of learning.
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Understanding educators' and learners' perceptions and experiences of their participation in Science Fairs/Expos : a South African case study.
- Authors: Kahenge, Wendelina Nambahu
- Date: 2014
- Subjects: Science fairs -- South Africa -- Grahamstown , Science -- Study and teaching -- South Africa -- Grahamstown , Vocational guidance -- South Africa -- Grahamstown , School children -- South Africa -- Attitudes , Teachers -- South Africa -- Attitudes , Teacher effectiveness -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1981 , http://hdl.handle.net/10962/d1013130
- Description: The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.
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- Authors: Kahenge, Wendelina Nambahu
- Date: 2014
- Subjects: Science fairs -- South Africa -- Grahamstown , Science -- Study and teaching -- South Africa -- Grahamstown , Vocational guidance -- South Africa -- Grahamstown , School children -- South Africa -- Attitudes , Teachers -- South Africa -- Attitudes , Teacher effectiveness -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1981 , http://hdl.handle.net/10962/d1013130
- Description: The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.
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