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dc.contributor.advisorMncube, Vusi S.
dc.contributor.advisorButhelezi, Thabisile M.
dc.creatorThaanyane, Mamosa Esther.
dc.date.accessioned2011-08-15T05:26:18Z
dc.date.available2011-08-15T05:26:18Z
dc.date.created2010
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10413/3390
dc.descriptionThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.en
dc.description.abstractFollowing the introduction of a new curriculum, Business Education, in Lesotho secondary schools this study focused on investigating teachers’ experiences in implementing the new curriculum in their classrooms as well as the factors associated with the success or failure of its implementation. This qualitative case study was used to provide in-depth insight into the day-to-day implementation of Business Education, successes and failures of teachers (teachers’ experiences). It further gave me an opportunity to delve into the weaknesses and strengths of the cascade model of training teachers, which was offered to teachers during implementing a new curriculum. Data was collected from three secondary schools in Maseru, Lesotho where six teachers were purposively selected from Lesotho Commercial Subjects Teacher Association (LECSTA). The data collection methods used are influenced by interpretivist paradigm and the study used individual interviews with open-ended questions, non-participatory observation and documents reviews of the lesson plan books, scheme of work and record of work done as well as the students’ test scripts. A review of few documents was used to compliment data collected through the first two methods of data collection. A theory of curriculum change was used in the study and ethical issues were considered. The findings of this study revealed that teachers were not adequately trained on how to implement Business Education and not many teachers were involved in the design of the new curriculum. They were not even trained on the teaching methods because the NCDC just assumed that they would not have problems. Teachers also showed that performance of Business Education is not good because teachers hate teaching theory, as a result concentrate more on practical, which leads to students hating it as well.en
dc.language.isoenen
dc.subjectBusiness education--Lesotho.en
dc.subjectBusiness education--Study and teaching (Secondary)--Lesotho.en
dc.subjectCurriculum change--Lesotho.en
dc.subjectTheses--Education.en
dc.titleTeachers' experiences of implementing business education in three secondary schools in Maseru District, Lesotho.en
dc.typeThesisen


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