Show simple item record

dc.contributor.advisorKnox, David.
dc.creatorOakes, Ivan Alvin James.
dc.date.accessioned2011-06-23T08:57:36Z
dc.date.available2011-06-23T08:57:36Z
dc.date.created2001
dc.date.issued2001
dc.identifier.urihttp://hdl.handle.net/10413/3064
dc.descriptionThesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.en_US
dc.description.abstractThe purpose of this study was to establish what difficulties Grade Seven educators were experiencing in the implementation of Curriculum 2005, a new national outcome-based curriculum with wide ranging aims. A qualitative approach, using a case study method, was employed and mainly in-depth interviews and observations were conducted. Six Grade Seven educators in a variety of schools were interviewed at length about the wide ranging problems they experienced in introducing C2005 into the classrooms for the first time in 2000. The interview data was supplemented by personal observations of most of these educators in their schools. The research study was undertaken in a predominantly rural district of one region of the KwaZulu-Natal Department of Education. The findings of the study are presented and these are interpreted and discussed under two categories: these being the kinds of difficulties enunciated by the educators and the researcher's observation of identified features of problems. The key findings of this research study are the following: • Educators use inappropriate teaching styles • Educators lack a conceptual knowledge of Science • Educators lack the skill to teach practical work • Educators avoid selected aspects of C2005 • Assessment, recording and reporting is a threat to educators • Educators are not able to use learners' knowledge • Educators display a waning interest in the implementation of C2005 • Educators are stressed out • There is an increased workload on educators Educators lack qualification, training and teaching in outcomes - based approaches • Educators do not have parental support • There is a lack of guidance on what to teach • The lack of resources is a major obstacle for the implementation of C2005 • Educators lack a commitment to teach Natural Science • There is a lack of support from principals and school management teams Finally, recommendations are made for the successful implementation of C2005 as well as suggestions for further research.en_US
dc.language.isoenen_US
dc.subjectCompetency-based education--South Africa.en_US
dc.subjectScience--Study and teaching (Primary)--Kwazulu-Natal.en_US
dc.subjectCurriculum change--South Africa.en_US
dc.subjectTheses--Education.en_US
dc.titleDifficulties experienced by educators implementing curriculum 2005 : a case study of grade seven Natural Science educators in a predominantly rural district of one region of the KwaZulu-Natal Department of Education.en_US
dc.typeThesisen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record