How Teachers Perceive the New Curriculum Reform: Lessons from a School District in the Eastern Cape Province, South Africa

Autor/in	Bantwini, Bongani D.
Titel	How Teachers Perceive the New Curriculum Reform: Lessons from a School District in the Eastern Cape Province, South Africa
Quelle	In: International Journal of Educational Development, 30 (2010) 1, S.83-90 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2009.06.002
Schlagwörter	Barriers; Curriculum Development; School Districts; Educational Change; Foreign Countries; Elementary School Teachers; Science Curriculum; Science Instruction; Teacher Role; Misconceptions; Educational Environment; Teacher Attitudes; Curriculum Implementation; Educational Development; Educational Policy; South Africa + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School district; Schulbezirk; Bildungsreform; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle; Missverständnis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Bildungsentwicklung; Politics of education; Bildungspolitik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The meanings that a teacher attaches to the new curriculum reforms act as his or her map on the curriculum implementation journey, and these usually determine the success of the education reforms. This research article explores the meanings attached to the new Science curriculum reforms by primary school teachers in a school district in South Africa, where the perceived meanings emanated from, as well as the role they played in the implementation of the reforms in the classroom. It is argued that new curriculum reforms have to take place concurrently with other changes in order for them to have a significant and long-lasting effect. Three possible ways will be suggested that will help the teachers to avoid formulating reform meanings that are not aligned with the vision and goals of the new curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10