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ERIC Number: EJ857510
Record Type: Journal
Publication Date: 2010-Jan
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0738-0593
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.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa