The perceptions and practices of Grade 10 educators in the implementation of the National Curriculum Statement (NCS)

Abstract

This is a qualitative study about the perceptions and practices of Grade 10 educators in the implementation of the National Curriculum Statement (NCS). It is based on interviews with teachers, observations of their lessons, and the analyses of relevant documents. This study draws on the literature on policy and practice. It seeks to understand how the government’s policy intentions and goals regarding curriculum change are translated into practice, on the ground. The research also seeks to understand and explain what teachers think and what they do. It argues that these are critical factors in implementing education reform because they determine the degree to which people at the local level adapt what emanates from the top. Curriculum change is mediated by and through teachers. Their voices have not sufficiently been taken into account in South Africa when policies affecting their work have been formulated and implemented. In addition, the contexts within which teachers work play an important role in their classroom practices and teaching styles. We need to take these contexts into account and tailor our reforms accordingly if we are to effect real change. In particular, we need to pay special attention to the roles played by teacher professional development and collegial collaboration in schools. It is hoped that this research will assist officials at the district level, in fine-tuning policy and supporting teachers in schools under their control. Interpretive qualitative research tries to understand the meaning people have about their world from their own perspectives and ideas. The study employed a case study design. It was conducted in the Temba/Moretele district, North West. Case studies are intensive investigations of particular groups of individuals, units, or organizations. I used a sample of twelve Grade 10 educators who a) had attended the Curriculum Statement training course in the district and b) who were implementing it in the second year. These educators worked at 5 of the 33 high schools in the district. Purposeful sampling is based on the idea that the people and events selected for research are chosen because they are interesting and suitable, rather than being representative. The educators were chosen because they enabled me to address the problems about policy and practice I wished to address. I interviewed the teachers, observed their lessons and studied all supporting documents in their files. Among the emerging findings are: <ul> <li>Educators embrace the NCS innovations, but they feel that they have not been adequately prepared to implement these reforms.</li> <li>Educators indicated that there were no prior consultations with them when NCS was introduced.</li> <li>Factors that influence implementation: shortage of the learning and teaching support material; high teacher learner ratios which contribute to the increased workload; too much paperwork.</li> <li>Group work as a teaching strategy is over-utilized and has shortcomings.</li> <li>Learner performance is low.</li> <li>Lesson planning by teachers can be improved.</li> <li>Greater teacher collaboration, professional development, and departmental support.</li> </ul> Based on an analysis of these and other findings, policy recommendations will be made Copyright