A Narration of a Physical Science Teacher's Experience of Implementing a New Curriculum

Autor/inn/en	Koopman, Oscar; Le Grange, Lesley; de Mink, Karen Joy
Titel	A Narration of a Physical Science Teacher's Experience of Implementing a New Curriculum
Quelle	In: Education as Change, 20 (2016) 1, S.149-171 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
DOI	10.17159/1947-9417/2016/560
Schlagwörter	Physical Sciences; Science Teachers; Foreign Countries; Semi Structured Interviews; Teacher Characteristics; Knowledge Level; Experience; Barriers; Phenomenology; Science Curriculum; South Africa + Suchen Sie Ihr Suchwort? Natural sciences; Naturwissenschaften; Naturwissenschaft; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Wissensbasis; Erfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article narrates the lived experiences of a Physical Science teacher named Thobani (pseudonym) in implementing a new curriculum in South Africa. Drawing on the work of Husserl and Heidegger, the article describes the objects of direct experience in Thobani's consciousness about his life as a learner and teacher as revealed during an in-depth semi-structured interview conducted from two perspectives. The genealogical part of the interview chronicled how his knowledge of Physical Science had unfolded in his life as a learner and subsequently as a teacher; the portraiture perspective recounted the often traumatic events of his personal life and the circumstances that had informed his decision to become a teacher. Theoretically, the findings reveal how an incompetent Physical Science teacher had hampered his understanding of the fundamentals of the subject, and how the lack of support from the Department of Education and his head of department had retarded the implementation process. The insights gleaned from this phenomenological investigation into the thought processes of a teacher introduced to a new curriculum could have potentially transformative effects for policy-makers, curriculum planners and teacher educators at a time when South African teachers are yet again faced with the implementation of a new curriculum. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/index.php/EAC/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01