Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008. / This investigation reports on the extent to which teachers became curriculum
developers while participating in a collaborative research project with a university
based researcher as facilitator. The aim of this study was to examine teacher’s
interaction with learning support materials, fostered by a process of professional
development, to gain insight into their potential to engage in the activity of
curriculum development.
To support this whole process, the research strategy of Action Research was
employed. Teachers were introduced to the learning support materials during
initial workshops, and links were established with the RNCS and the three
learning outcomes for the learning area of Natural Science. They were then
requested to draft a lesson plan, and following the implementation of the
materials, observation of the teachers engaging with the materials, and a process
of reflection, they were once again requested to re-draft the initial lesson plan.
Three frameworks for analysis, situated within the interpretive paradigm, were
employed to ascertain to which extent both professional and curriculum
development was evident at the conclusion of the program. The analytical
framework used to ascertain the measure of professional development was the
model proposed by Bell and Gilbert (1994), consisting of three aspects namely,
personal, professional and social development. The two frameworks employed
for the analysis of possible curriculum development were firstly, a model adapted
from the research by Boomer (1992) consisting of five stages for mapping the
curriculum, and secondly the model proposed by Remillard (1999) that includes
three arenas of curriculum development, namely curriculum design, construction
and mapping.
The conclusions of this investigation were that teachers partially engaged with
the activity of curriculum development, and that a certain measure of professional
development was achieved by the participating teachers. Recommendations for
further research was that a more sustainable effort over a longer period of time
constituting the aspects of action research, and even added different learning
support materials should be engaged in. Also that could be conducted on a larger
scale involving more schools, and also closer links to be established with the
educational structures and authorities.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/2566 |
| Date | 03 1900 |
| Creators | Rowan, Andre |
| Contributors | Reddy, C. P. S., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | Stellenbosch University |
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