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Teachers' reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit.

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This dissertation presents an action research study of six teachers who reflected on their teaching of the physical science curriculum (CAPS) in South African high schools. The study adopted a critical paradigm. This study was conducted with an aim or focus to explore teachers’ reflections on the teaching of grade 12 physical sciences CAPS in rural schools in Ceza Circuit, KwaZulu-Natal. As a result, reflective activity, one-on-one semi-structured interviews and focus group discussion were utilised for data generation in order explore teachers’ reflections. Purposive and convenience samplings were used in selecting this specific group of teachers because I needed teachers with whom I was familiar and who were also accessible. I was also involved in the study (action research) in order to help address challenges that are faced by physical science curriculum teachers in South Africa through their implementation of CAPS. This study was framed by the concepts of curriculum spider-web in order to explore teachers’ reflection of their teaching practice. The literature reviewed teachers’ reflections of their teaching practices. Findings from the literature proposed levels of teachers’ reflections as technical, practical and critical level of reflections. Thus, teachers’ reflections were catergorised according to these levels. Findings from the literature indicated that each curricular spider web concepts had three propositions as per level of reflections. Findings from data analysis indicated that most teachers use technical and practical level of reflection during the first phase of action research. Teachers showed much improvement during the second phase of action research because they were able to use critical level of reflection in each concept of curriculum spider web. It is found from the study that critical level of reflection may influence the smooth implementation of curriculum. This Dissertation consequently recommends that teachers enhance all concepts of the curriculum spider-web in order to improve their teaching practice. Teachers are recommended to master the theories that underpin CAPS before teaching in order for them to understand the process intended by CAPS to improve the established curriculum. The study recommends teachers to teach and assess learners for successful achieved curriculum.


Master of Education in Curriculum Studies. University of KwaZulu-Natal, Edgewood 2015.


Physical sciences -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal., Physical sciences -- Curricula -- South Africa -- KwaZulu-Natal., Rural schools -- South Africa -- KwaZulu-Natal., Curriculum evaluation -- South Africa -- KwaZulu-Natal., Theses -- Education., Curriculum Assessment Policy Statements., Ceza Circuit.