ERIC Number: EJ857510
Record Type: Journal
Publication Date: 2010-Jan
Abstractor: As Provided
Reference Count: N/A
How Teachers Perceive the New Curriculum Reform: Lessons from a School District in the Eastern Cape Province, South Africa
Bantwini, Bongani D.
International Journal of Educational Development, v30 n1 p83-90 Jan 2010
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: South Africa