Do teachers receive proper in-service training to implement changing policies: perspectives from the South African case?

Abstract

Worldwide there is a responsibility of governments to provide learners with quality education to face the challenges of change. Emanating from this challenge, the Department of Basic Education (DBE) in South Africa introduces in the last decade several curriculum changes which impacted on the delivery of quality education for all. This research focuses on the question if the DBE can provide proper in-service training for teachers to comply with the challenges of the implementation of a new national curriculum: Curriculum and Assessment Policy Statement (CAPS). The theoretical framework for this paper is based on systems theory. A qualitative research design will be employed in this paper. A selection of 15 different schools in Gauteng was used as a sample of a bigger population. Data collection consists of document analysis and semi-structured interviews exploring teachers’ experiences regarding in-service training towards the implementation of CAPS. Findings revealed that CAPS is implemented prematurely and without proper in-service training.