Teachers’ experiences of integrating Jika iMfundo into curriculum and assessment policy statement in Mthonjaneni circuit.
Shabangu, Witness Dumile.
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The study presented a qualitative case study exploring teachers’ experiences in integrating Jika iMfundo into the Curriculum and Assessment Policy Statement (CAPS) in schools on Mthonjaneneni Circuit in KwaZulu-Natal. The main purpose of the study was to explore what teachers were experiencing in integrating such, how they applied their experiences, and why teachers experienced integration of Jika iMfundo into CAPS the way they did. The study utilised an interpretivist paradigm. Six teachers were purposively selected from two primary schools. For the data-generation process, four methods were utilised: reflective activity, document analysis, lesson observations, and semi-structured interviews. A thematically guided analysis was chosen for data analysis while framed by the Cultural Historical Activity Theory (CHAT) constituents. Literature unfolded three teachers’ experiences that influenced teaching and learning: professional experiences, societal experiences and personal experiences. Such were discussed under the following constructs: prescribed content, prescribed objectives, prescribed time, prescribed resources, prescribed assessment, and teacher’s role. Findings on teachers’ experiences were that their teaching was completely dominated by professional experiences. Teachers were following what is prescribed when using CAPS and Jika iMfundo curriculum tools. Personal experiences appeared in which teachers were taking decisions on the resources and activities to be achieved in class. Teamwork and networking was much improved. However, some concerns were raised on the choice of methods suited to the abilities of learners; and also on their knowledge and skills that appeared to be suppressed. The study recommended that teachers need to be more developed through workshops in order to clearly understand the interconnection between Jika iMfundo and the CAPS. Learning abilities should also be considered when designing the curriculum; and a progression policy should be revisited.