Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers
during the transition process from Natural Sciences in the General Education and Training (GET)
band to Life Sciences in the Further Education and Training (FET) band. The study was guided by
one main research question and four sub-questions.
Data were collected using simple observation, an open-ended questionnaire, semi-structured
interviews and photographic evidence.
The study revealed that the experiences of the teachers are dependent upon their years of
teaching experience, the quality of in-service training and workshops, available resources, the
support the teacher receives from the school and the Department of Education and how each
school is individually managed. The findings in this study further revealed that teachers feel alone
and abandoned by the Department of Education, as there is very little to no support and
communication between the teachers and the Department.
The teachers reported that there is a misalignment between the content and assessment
requirements in Grade 9 and Grade 10, which causes learners to struggle to adapt in Grade 10.
Teachers then resort to measures such as structuring the GET more like the FET and reorganising
and modifying the content of Natural Sciences across grades 8 and 9 in an effort to better prepare
learners for Grade 10 Life Sciences.
All the teachers who participated in the study revealed that they did not receive sufficient training to
assist them with the transition process from GET to FET. Reasons offered included that in-service
training and workshops focused more on administration instead of providing teachers with the
necessary context-specific training required to implement the National Curriculum Statement.
It is therefore evident that highly skilled teachers are needed to ensure a smooth transition from
GET to FET. Teachers need to participate in curriculum initiatives, as it is the teachers who are
ultimately responsible for implementing new curriculum initiatives. / AFRIKAANSE OPSOMMING: In hierdie kwalitatiewe veelvuldige gevallestudie is die subjektiewe ervarings van vier
wetenskaponderwysers tydens die oorgangsproses van Natuurwetenskappe in die Algemene
Onderwys en Opleiding (AOO-)band na Lewenswetenskappe in die Verdere Onderwys en
Opleiding (VOO-)band ondersoek. Die studie is deur een hoofnavorsingsvraag en vier subvrae
gerig.
Data is deur eenvoudige waarneming, ’n oopeinde-vraelys, semigestruktureerde onderhoude en
fotografiese bewyse ingesamel.
Die studie het aan die lig gebring dat die ervarings van onderwysers afhang van hul
onderwyservaring, die gehalte van indiensopleiding en werkswinkels, beskikbare hulpbronne, die
ondersteuning wat die onderwyser van die skool en die Departement van Onderwys ontvang, en
hoe elke skool individueel bestuur word. Die bevindinge van hierdie studie toon voorts dat
onderwysers vervreem en afgesonder van die Departement van Onderwys voel, aangesien daar
baie min of geen ondersteuning en kommunikasie tussen die onderwysers en die Departement is
nie.
Die onderwysers voer aan dat daar nie ooreenstemming is tussen die inhoud en
assesseringsvereistes in graad 9 en 10 nie, wat meebring dat leerders sukkel om in graad 10 aan
te pas. Onderwysers wend hulle dan na maatreëls soos om die AOO meer soos die VOO te
struktureer en die inhoud van Natuurwetenskappe in graad 8 en 9 te herorganiseer en te wysig in
’n poging om leerders beter vir Lewenswetenskappe in graad 10 voor te berei.
Al die onderwysers wat aan hierdie studie deelgeneem het, het aangedui dat hulle nie
genoegsame opleiding ontvang het om hulle met die oorgangsproses van AOO na VOO te help
nie. Redes hiervoor het ingesluit dat indiensopleiding en werkswinkels meer op administrasie fokus
as wat dit onderwysers van die nodige konteksspesifieke opleiding voorsien om die Nasionale
Kurrikulumverklaring te implementeer. Dit is duidelik dat hoogs opgeleide onderwysers nodig is om ’n suksesvolle oorgang van AOO na
VOO te verseker. Onderwysers behoort toegelaat te word om insette tot kurrikuluminisiatiewe te
lewer, aangesien dit uiteindelik die onderwysers is wat verantwoordelik is vir die implementering
van nuwe kurrikuluminisiatiewe.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/86568 |
| Date | 04 1900 |
| Creators | Mettler, Edwina Michelle |
| Contributors | Botha, Marie Louise, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Format | x, 186 p. ill., some col. |
| Rights | Stellenbosch University |
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