Tobephobia Experienced by Teachers in Secondary Schools: An Exploratory Study Focusing on Curriculum Reform in the Nelson Mandela Metropole

Autor/in	Singh, P.
Titel	Tobephobia Experienced by Teachers in Secondary Schools: An Exploratory Study Focusing on Curriculum Reform in the Nelson Mandela Metropole
Quelle	In: Africa Education Review, 8 (2011) 2, S.372-388 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2011.602821
Schlagwörter	Educational Change; Curriculum; Qualitative Research; Course Descriptions; Secondary School Teachers; Semi Structured Interviews; Social Change; Outcomes of Education; Teacher Attitudes; Competence; Educational Quality; Teaching Methods; Standards; Fear; Failure; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Bildungsreform; Curricula; Lehrplan; Rahmenplan; Qualitative Forschung; Kursstrukturplan; Sozialer Wandel; Lernleistung; Schulerfolg; Lehrerverhalten; Kompetenz; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Furcht; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Because of its history from apartheid to democracy, the aspiration to reform schools is a recurrent theme in South African education. Efforts to reform education in schools based on the outcomes-based education (OBE) curriculum approach created major challenges for policy makers in South Africa. The purpose of this exploratory research was therefore to determine whether secondary school teachers lack the professional competence to cope with curriculum reform and whether this incompetence results in them experiencing Tobephobia (TBP). The qualitative research method was used to conduct this investigation. Individual semi-structured interviews were conducted with 50 teachers in 25 public secondary schools in the Nelson Mandela Metropole. In terms of their responses, it was evident that the teachers' concerns about their professional competencies associated with the OBE curriculum had a negative impact on their ability to implement curriculum changes in their classrooms. The comparison of OBE with the syllabus by the teachers evoked their bias towards the traditional syllabus approach in maintaining the quality of education for all learners. Because of the historical bag gage associated with the syllabus in South Africa, it is recommended that a standards approach to the curriculum be considered by the Department of Education to resolve the curriculum problems in secondary schools. The responses from the teachers in this exploratory study once again affirmed the existence of TBP in secondary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01