Abstract:
The study examines the nature of the relationship between action research and curriculum development at the school level. The scope of the study covers a wide-ranging analysis of discourses underpinning curriculum development. As one of its central aims, the study investigates the role of educators as curriculum developers in grade 8, as an entry level at a secondary level. The study has two fairly distinct dimensions: a literature survey focusing on global trends and practices, and an empirical investigation focusing at the school (Nqaba High School). The literature study looks at global systems, trend and practises, and provides a suitable point of departure for a contextual analysis of the educators’ understanding and interpretation of the nature of the relationship between action research and curriculum development. Relying on observations and interviews as research techniques, the study’s research question investigates the understanding and interpretation of curriculum development as the educators’ role. The study’s findings all point to a preference for a common understanding and interpretation of the curriculum development process by all educators at the school level.
