Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase.
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Date
2015
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Abstract
Despite the government efforts to make sure that the implementation of the curriculum (CAPS) becomes successful in South Africa, some of the schools especially the schools in rural areas still have some challenges in implementing the curriculum. This study presents a case study of three foundation phase teachers who are teaching CAPS life skills (physical education) in a school in the Nkomazi East circuit at the Ehlanzeni district, Mpumalanga Province. The aim of this research study is to explore the teachers’ experiences of teaching CAPS life skills (physical education) in the foundation phase. To generate the data for this study, one-on-one semi structured interviews and observations have been used. The function of this research study was to explore the teachers’ experiences of implementing (teaching) CAPS life skills (physical education) and to understand the influence of teachers’ experiences in teaching physical education. The guided analysis method was used as a framework for data analysis where a curricular spiders’ web was used as a frame of inquiry; thus, both inductive and deductive reasoning were used for data analysis. The study has found that teachers encounter challenges in teaching the CAPS life skills (physical education) because teachers lack the content knowledge for physical education. Therefore, it was recommended that the department should get some physical education specialist or arrange a full training where the teachers will be equipped with more information on how to teach physical education despite the lack of resources at some schools.
Description
Master of Education in Curriculum Studies. University of KwaZulu-Natal, Edgewood 2015.
Keywords
Life skills -- Study and teaching (Elementary) -- South Africa -- Mpumalanga., Curriculum change -- South Africa -- Mpumalanga., Rural schools -- Curricula -- South Africa -- Mpumalanga., Physical education and training -- Study and teaching -- South Africa -- Mpumalanga., Theses -- Education., Curriculum Assessment Policy Statements., Teachers' experiences.