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Credit accumulation and modular scheme in higher education in Rwanda : a case study of lecturers' perceptions of implications for lecturers' work.Ndagijimana, Jean Claude 09 January 2012 (has links)
International literature suggests that curriculum changes that have occurred in higher education globally over the last two decades, more specifically the shift from subject-based curriculum to integrated curriculum have been perceived by many academics as having affected their work with regard to course designing, teaching and assessment. Studies of academics’ response to such changes have argued that the way academics perceived these changes and the meanings they made of them influenced the implementation of these curriculum changes.
This case study investigates lecturers’ perceptions of how one curriculum reform, the introduction of the Credit Accumulation and Modular Scheme (CAMS) in higher education in Rwanda, has affected lecturers’ work. One of the aims of the study was to analyse how lecturers understand CAMS and the changes it has introduced in their work. A second aim was to analyse how these perceptions and changes are negotiated in their teaching practices. Sixteen lecturers from Kigali Institute of Education were interviewed.
Analyses of lecturers’ accounts of their teaching experiences revealed that lecturers espoused the intended changes that CAMS introduced in their work. However, although they claimed that the changes have affected their teaching and teaching arrangements- course designing, teaching and assessment- in actual practices many of them have not always managed to shift their thinking.
CAMS requires lecturers to function in teams. However, although they have been trying to do so many of them have not managed to work out how to make more substantive changes to the way they think about the knowledge to be taught, their actual teaching and assessment practices. They have tried to keep boundaries of their disciplines while CAMS requires them to integrate their teaching.
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The challenges of curriculum change challenges of curriculum change teachers in Limpopo provinceMarneweck, Lorraine Veronica 17 November 2006 (has links)
Student Number : 9407325P -
PhD thesis -
Faculty of Human and Social Sciences / This thesis focuses on the challenges a particular group of rural primary school
teachers experienced as they implemented a national outcomes-based curriculum
through the support of an external agent. It uses Fairclough’s (1991) model of
critical discourse analysis and his theory of critical language study as a framework to
explore the discourses and practices of this group of South African teachers.
Methodologically, this thesis is located in the qualitative paradigm, and uses
interviews and observations to systematically probe teachers’ understandings of
curriculum and change.
Three themes are developed in this thesis. First, the theme of teacher collaboration
is presented as a new social practice that the teachers creatively took up during a
school development project. It shows that while social and institutional process
determined the nature of the project as a social practice, at a situational level, the
teachers played a much more determinative role as they shaped the project and its
practices in several intriguing ways. Second, the curriculum roles that were
discursively produced by the teachers as they struggled to transform their practice
from isolation to collaboration are revealed. This demonstrates that while many of
these roles were common to all schools, the role of the teacher as leader emerged
in only two of the schools. And third, through analysing the lessons taught by this
group of teachers in their classrooms, the tacit knowledge of pedagogy and content
on which their practice was based is made explicit. These themes provide
opportunities for certain common sense assumptions about teacher collaboration,
leadership, learning and practice to be interrogated in terms of their applicability to
the schools in the project.
The thesis concludes with a discussion of the possibilities that still exist for teacher
educators to enhance understanding of what happens inside traditional rural
schools.
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