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Teachers' perspectives on the implementation of life orientation as a learning area

The aim of this research project then was to investigate a particular dimension related to the implementation of the Life Orientation learning area within a particular rural primary school in the Kwa-Zulu Natal region. Since the teacher has been identified as a key role player in the successful or unsuccessful implementation of a new curriculum, the primary focus was on the teacher per se. Fullan’s emphasis (1991:117) on teachers’ thoughts (what they think) and actions (what they do), raises two subsequent questions, namely What do teachers at this particular school do with regard to the implementation of the (new) Life Orientation learning area? and What do these teachers think about the implementation of the (new) Life Orientation learning area? In this study, I focused on the second question, namely What do teachers think about the implementation of the (new) Life Orientation learning area? Within the context of this study, it is assumed that the teachers’ thoughts also include their opinions, viewpoints, attitudes and beliefs about the implementation of the Life Orientation curriculum. The term ‘perspective’ has thus been used as encompassing term and the main research question defined as What are teachers’ perceptives about the implementation of the (new) Life Orientation learning area?.

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nmmu/vital:9551
Date January 2007
CreatorsPanday, Dhevina
PublisherNelson Mandela Metropolitan University, Faculty of Education
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeThesis, Masters, MEd
Format27 leaves ; 30 cm, pdf
RightsNelson Mandela Metropolitan University

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