Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools

Show simple item record

dc.contributor.advisor Du Plessis, André
dc.contributor.coadvisor Weber, K.E.
dc.contributor.postgraduate Mokgohloa, Theko
dc.date.accessioned 2019-06-02T11:39:30Z
dc.date.available 2019-06-02T11:39:30Z
dc.date.created 2019/04/16
dc.date.issued 2018
dc.description Dissertation (MEd)--University of Pretoria, 2018.
dc.description.abstract The post-1994 education system in South Africa, through Curriculum 2005 (C2005) and Outcomes Based Education (OBE) adopted an approach which allowed teachers considerable freedom in deciding on the learning content in the classroom. However, with the introduction of the Curriculum and Assessment Policy Statement (CAPS) in 2011, the goalposts shifted and new accountability regimes emerged. The CAPS policy advocated uniformity and standardization of curricula across all grades, thereby limiting teacher initiative and creativity. This study was informed by the interpretive paradigm, whereby individuals use their subjective experiences to construct multiple realities about social phenomena. As a result, an interpretive, qualitative method of research was used. The aim of this research was to understand the subjective experiences of primary school teachers as to how their professional autonomy is influenced by the introduction of the CAPS policy. A multi-site (multiple) case study research design and semi-structured interviews were used to collect data from participants. Purposive and convenient sampling was used to select two fee-paying schools and two non-fee-paying schools. Sixteen (16) participants, four per participating school, completed the sample. Content analysis was used to analyse transcribed data. The research found that the introduction of the CAPS policy severely compromised teacher autonomy in the classroom.
dc.description.availability Unrestricted
dc.description.degree MEd
dc.description.department Education Management and Policy Studies
dc.identifier.citation Mokgohloa, T 2018, Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/69932>
dc.identifier.other A2019
dc.identifier.uri http://hdl.handle.net/2263/69932
dc.language.iso en
dc.publisher University of Pretoria
dc.rights © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subject UCTD
dc.title Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools
dc.type Dissertation


Files in this item

This item appears in the following Collection(s)

Show simple item record