Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area

Abstract

The purpose of this study was to explore teachers’ experiences of curriculum change in two under-resourced primary schools in the Durban area. By examining the experiences of educators using a qualitative approach the researcher was able to identify problems that prevent a smooth transition from one curriculum to another. The introduction of the Curriculum Assessment Policy Statements in January 2012 necessitated a plethora of adjustments for teachers at schools. Changes were made to the number of subjects to be taught, the notional time for each subject as well as a renewed emphasis on textbooks as a vital teaching resource in the classroom. This study was conducted in under-resourced primary schools in the Durban area. Data collection in both these schools shows that despite the lack of essential resources such as text books, teachers still manage to implement change and follow policy, whilst at the same time ensuring that their learners benefit from the curriculum. This study also highlights the challenges experienced by teachers in under-resourced schools that need to be confronted for effective curriculum implementation. The researcher makes recommendations to address these challenges as well as suggestions for future research.