Insights from returning teachers’ exposure to curriculum change and professional development
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Authors
du Plessis, EC (Elize)
Issue Date
2013
Type
Article
Language
en
Keywords
CAPS, Continuous professional development, Curriculum Change, General Systems Theory, NCS, Qualitative research
Alternative Title
Abstract
The continuous professional development of teachers is vital for the well-being of
any education system. This article ref lects on the adoption and implementation of
the National Curriculum Statement with its outcomes-based education approach by
teachers who returned to teaching after having been out of the education system for a
number of years. Systems theory was used as a theoretical framework for this research.
The research was done in 2010, with follow-up interviews during 2012 to include
the Curriculum and Assessment Policy Statement. These teachers responded to 12
items in an open-ended questionnaire on issues related to the changing curriculum
and professional development as part of the education system. The article suggests
that the professional development of teachers (in particular those who have been
out of the system for some years) needs to be improved in order to ensure that the
new curriculum is adopted and does not remain merely a policy document that is
inefficiently implemented in its entirety.
Description
Citation
Acta Academica 2013 45(1): 58-78
Publisher
Acta Academica
License
Journal
Volume
Issue
PubMed ID
DOI
ISSN
0587-2405