Teacher receptivity of an integrated curriculum with special reference to the foundation phase of curriculum 2005
- Authors: Nthulanyane, Malefa Regina
- Date: 2005
- Subjects: Interdisciplinary approach in education -- South Africa , Primary school teachers -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:11011 , http://hdl.handle.net/10948/378 , Interdisciplinary approach in education -- South Africa , Primary school teachers -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Curricula
- Description: The purpose of the study was to investigate teacher receptivity of a new curriculum, in particular, the new integrated curriculum of South Africa. As the New Revised national curriculum Statement is starting to be operational this year, Curriculum 2005 was used as a model of an integrated curriculum in this study. The study focused on the following sub-problems: the meaning of an integrated curriculum; teacher receptivity of an integrated curriculum; and the extent to which teachers are receptive of the new integrated foundation phase curriculum. The review of relevant literature provided a conceptual framework for the study. Six dimensions of a curriculum that were regarded as critical in classroom practice for practicing teachers were identified and used to describe an integrated curriculum. These were: platform, learning outcomes, content, instructional materials, teaching and learning strategies and assessment. The conceptual framework for teacher receptivity was also identified by means of review of relevant literature. Teacher receptivity was conceptualised as comprising of attitudes and behavioral intentions. The empirical part of the study was undertaken to determine the attitudes of teachers towards an integrated foundation phase curriculum and the extent to which foundation phase teachers were receptive of the new curriculum. The sample for the empirical part of the study included 63 foundation phase teachers randomly selected from 21 schools in Herschel District. The schools were randomly selected from 3 zones which had been randomly selected from 7 zones that make up Hershel Educational District in the Eastern Cape, South Africa. Empirical data on teachers’ attitudes towards an integrated curriculum indicated that the majority of teachers were viewed the curriculum in an extremely positive light/somewhat positive light. There were responses which indicated that some teachers regarded the curriculum as complicated, restrictive, and idealistic. This situation is highlighted in their responses to the semantic differential on the attitude objects of the curriculum. Data on teacher receptivity indicated positive responses but vi there were some area of concern such as, for example, support from the district manager, school and the community. Data indicated that teachers were not so positive abut learning outcomes and assessment as a basis of teaching an integrated curriculum. Based on the empirical part of the study, conclusions and recommendations were made.
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- Date Issued: 2005
Die bestuursrol van die skoolhoof in die implementering van 'n nuwe kurrikulum
- Authors: Mey, Hermanus Pieter
- Date: 2004
- Subjects: School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MPhil
- Identifier: vital:11010 , http://hdl.handle.net/10948/367 , School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Description: The implementation of a new curriculum has become a very relevant issue in South Africa with the implementation of Curriculum 2005 (C 2005) since 1998. The school principal plays a very important role at school level in the implementation of change in general and a new curriculum in particular. The aim of this study was to have a closer look at this role. It is a qualitative study executed in six schools in the Port Elizabeth area. It investigates the problems school principals experienced with the implementation of C 2005 with the objective of identifying guidelines for the role of the principal in the implementation of a new curriculum The most important findings include the importance of equipping the principal to provide guidance with the implementation of a new curriculum. This equipping refers to the principal’s knowledge of the new curriculum, the ability to employ various leadership styles, as well as the maintenance of a certain balance between supporting and putting pressure on the staff. Other findings refer to the importance of well-trained and prepared facilitators of workshops, as well as the role the Department of Education needs to play in the training and preparation of these facilitators. The ongoing support of schools in the implementation process also needs to be emphasized. The principal should play a key role with respect to this last role of the Department. The study also emphasizes the principal’s responsibility to bind the educators together in building a shared vision, so that their focus will remain on the curriculum implementation.
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- Date Issued: 2004