- Title
- An evaluation of the implementation of curriculum 2005 in grade 7 in the Motherwell primary schools
- Creator
- Rulashe, Brenda Lavisa
- Subject
- Education, Primary -- Curricula -- South Africa -- Port Elizabeth
- Subject
- Curriculum planning -- South Africa -- Port Elizabeth
- Date Issued
- 2004
- Date
- 2004
- Type
- Thesis
- Type
- Masters
- Type
- MTech
- Identifier
- vital:10783
- Identifier
- http://hdl.handle.net/10948/231
- Identifier
- Education, Primary -- Curricula -- South Africa -- Port Elizabeth
- Identifier
- Curriculum planning -- South Africa -- Port Elizabeth
- Description
- This study focuses on the effective implementation of C2005 by the Grade 7 teachers in the Motherwell area. For teachers to meet the demands of the new curriculum, in-service training is needed to develop them to be competent in all the aspects required for the use of the OBE approach. The main research question is: How have Grade 7 teachers in Motherwell implemented C2005 in their classrooms? Questionnaires and interviews were used as tools to collect the data. The data was collected from five selected primary schools in the Motherwell area. The teachers’ responses obtained from questionnaires and interviews were analyzed both statistically (using tables) and descriptively (telling teachers’ stories). Responses determined the competence of teachers in four areas, namely, teaching methods, content, classroom organization and assessment of learners. An account of inservice training courses attended by teachers is provided. These courses revealed the problems encountered by teachers during the implementation process and the subsequent assisstance they received. The data provided in this study is in line with the research done by the Review Committee (Chisholm, 2000) in the Eastern Cape. Recommendations of the Review Committee gave rise to the establishment of the Revised National Curriculum Statement (RNCS). The responses from this study confirmed the need for retraining of teachers to develop their competences. This study urges the Department of Education to focus on establishing methods of training that will develop teachers in their teaching experience. The SMTs should also be able to assist teachers with the problems they encounter in their schools. Teachers should be able to take responsibility for their learners’ competence and take ownership of changes in their schools. The financial assistance of the National Research Foundation towards this research is hereby acknowledged. Opinions expressed in this thesis and conclusions arrived at, are those of the author and not necessarily to be attributed to the National Research Foundation
- Format
- x, 89 leaves
- Format
- Publisher
- Port Elizabeth Technikon
- Publisher
- Faculty of Communication and Educational Studies
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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