- Title
- Strategies used by subject advisors and facilitators to support lesson planning with an environmental learning focus : a case study of the Eastern Cape Neep-Get cluster
- Creator
- Mbambisa, Nomaledi Peggy
- Subject
- Educational change -- South Africa Education and state -- South Africa Environmental education -- South Africa Competency-based education Curriculum change -- South Africa
- Date Issued
- 2005
- Date
- 2005
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:1926
- Identifier
- http://hdl.handle.net/10962/d1007586
- Description
- Over the past ten years, South Africa has undergone substantial changes, following the advent of democracy. Key amongst these changes being the transformation of educational policy. These policy changes have introduced new structural frameworks within which we operate (including myself as a subject advisor) and new roles for educators. These policy changes affect all the levels of the education system, and have an impact at school level, where teachers are now responsible for learning programme development (including a focus on lesson planning). Lesson planning in an outcomes-based education framework is a challenging aspect of policy implementation. South Africa is faced with the challenges associated with policy change and implementation. The role of the subject advisors and facilitators who support the teachers to make sense of the curriculum is crucial, as they provide the interface between policy and practice. They are the people who work most with teachers, and have a responsibility for curriculum implementation. This study aimed to explore the strategies which are used by subject advisors and facilitators to support teachers develop lesson plans with an environmental learning focus. A qualitative case study was conducted in which I looked at how the support processes were provided by the subject advisors and facilitators in the Eastern Cape in particular the NEEP-GET cluster in the Makana district. The study employed a range of data producing techniques such as questionnaires, interviews, document analysis and observation. The data was analysed to report the findings. The research indicates that some strategies are used to provide curriculum and pedagogical support and guidance, but that these are superficially treated and others have not been attempted at all. This therefore shows that further growth in this area is possible amongst the subject advisors. Recommendations relevant to both the subject advisors and the Department of Education so as to enhance the support processes and professional development of subject advisors have been made.
- Format
- 137 leaves
- Format
- Publisher
- Rhodes University
- Publisher
- Faculty of Education, Education
- Language
- English
- Rights
- Mbambisa, Nomaledi Peggy
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