Exploring teachers’ experiences of teaching Economics threshold concepts in Grade 10 FET phase at Ugu district.
Nani, Mthokozisi Nicolas.
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In recent years there has been a growing concern about the importance of curriculum since it has an impact in teaching and learning at school level. Thus this thesis presents an instrumental case study of four Economics teachers who shared their experiences of teaching threshold concepts in Grade 10 class. The study employed interpretive paradigm as the intention was to explore how teachers assign to Economics curriculum implementation process in a classroom situation in order to make the subject content meaningful to learners. As a result, reflective activity, focus group discussions and one on one semi-structured interviews were used for constructing meaningful data about teaching experiences. Purposive and convenience sampling were found most usable in clustering teachers for easy accessibility. Data were also analysed through the application of guided analyses. Furthermore, all proceeding of this study were guided by four curriculum principles drawn from Tyler’s theory articulating in depth on teaching practices particular in Grade 10 Economics classrooms. Literature proposed that teachers are influenced by personal, societal and professional rationales in order to embark on teaching practice. While teaching experiences portray how teachers assign themselves in the teaching of Economics in Grade 10 for the attainment of curriculum goals. Thus teachers’ experiences were categorised base on themes emerged during the study. Finding revels that teachers make use of various policy documents in order to make their Economics lesson understood by learners during teaching and learning. It is further shown that three levels of experiences may assist in the smooth implementation of Economics curriculum in Grade 10. Further to this, this study reprimanded Economics teachers be qualified through pursuing relevant academic programmes from various institution of high learning in order to have sound Economics knowledge. This suggests that, teachers should possess the ability for effective teaching learners for successful achievement of scholastic goals.