Special thanks to the Limpopo Province Department of Education, in particular the Goat District for permission to allow this study to be conducted in their area. This study is designed to contribute to the knowledge of curriculum advising, but more specifically, it describes the type of support that Curriculum Advisors (CAs) provide to teachers, what challenges prevent CAs from engaging in effective curriculum advising practices, and the strategies that CAs use for it. face such challenges.
Problem statement
These two challenges are almost similar to those in South Africa because there is usually a lack of adequate curriculum support in rural settings such as Limpopo Province. This chapter is structured as follows: background of the study, statement of the problem, purpose of the study, research questions, significance of the study, definitions of key terms, limitations of the study, organization of the dissertation and conclusion.
Purpose of the study
Despite several attempts by governments or ministries of education to address these challenges, there seems to be no solution on the horizon to address them.
Research questions
Significance of the study
Limitations of the study
Organization of the dissertation
Conclusion
Introduction
The concept of Curriculum Advisor
Historical overview of a Curriculum Advisor
In the second half of the century, the field of supervision became closely identified with various forms of clinical supervision. CAs in the DET had no powers, but only provided advice to teachers.
The role of a Curriculum Advisor
The onset of the Industrial Revolution in the early 1900s changed this early view of the role of CA. It has been argued that the role of communicator implicitly accompanies each of the four roles traditionally attributed to CA.
Challenges faced by Curriculum Advisors
Many of the so-called CAs are incompetent, without the pedagogical skills and training that are necessary for this task (Ige, 2012). Most of the vital areas that need to be addressed are often left out by CAs. Achayo and Githagui (2001) concluded that the problem of lack of transport had affected the regular and efficient assistance of teachers by CAs in different parts of the country.
A member who disagreed with her appointment to the advisory criticized her efforts on behalf of the tax referendum in the local newspaper.
Theoretical framework
The purpose of this section of the literature review is to provide a brief overview of the qualities and differences between constructivism and social constructivism. The most common challenge is that social constructivism considers the concept of truth to be a "constructed" concept (and thus a social relative one). Another challenge of social constructivism is that it thinks that the concepts of two different social groups are completely different and unequal (Wenger, 1991).
One of the complicating factors in any debate about constructivism and social constructivism is the ambiguity in the use of these concepts, which seem to vary according to the particular context and application.
Introduction
Interpretive Paradigm
A fundamental element of this research was the idea that I engage with participants so that they can share their views (Patton, 2002). This type of research attempts to understand the context or setting of the participants by visiting this context and collecting information in person. Taking into account the socially constructed reality of participants, this study used qualitative approaches to best understand the views of CAs.
Research Method
Caution must be used to ensure that the research instrument is constructed to measure what it is supposed to measure and is administered consistently: "The credibility of qualitative methods therefore depends to a large extent on the skill, competence and rigor of the person. doing fieldwork” (Patton, 2002, p. 14). Finally, qualitative research generates a richness and depth of detailed information about a limited number of people (Denzin & Lincoln, 2005). For Patton (2002), qualitative research reduces generalizability of data generated from quantitative research that can be compared and easily aggregated to produce a broad, generalizable set of findings.
Qualitative researchers seek to make sense of, or provide an order to, the stories they hear from participants and how they intertwine (Glesne & Peshkin, 1992).
Research design
Each case study allows the reader to understand the case as a unique, holistic entity (Hartley, 2004). Although the case study is a distinctive form of inquiry, many researchers are critical of the case study strategy (Yin, 2009). Therefore, I chose to use an exploratory case study approach due to the desire to investigate and understand a real-life phenomenon in depth.
The design of case study research should specify the unit or units of analysis to be studied (Patton, 2002; Yin, 2003).
Sampling
Data Collection
Glesne (2011) describes many of the complexities associated with collecting interview data in qualitative research. During the interview, it was important to remain aware of Yin's (2009) emphasis on the importance of researcher skills and attributes. These plans also outlined the goals of the district and the CAs as well as the strategies that would be implemented to meet these goals.
The district and CA documents were readily available in the office of the Chief Education Specialist (CES).
Data Analysis
During data analysis, I identified themes from the perspective of the participants and tried to understand and explain them. This allowed constant cross-checking of data analyzes and interpretations with the original source to minimize the possibility of inappropriate data interpretations. Sophistication can be determined both by substantive understanding of the methodological field and substantive knowledge in the field of research.
In addition to acknowledging the reliability of the study, they also confirmed the accuracy and fairness of the data analyzes and interpretations.
Ethical Considerations
Conclusion
Introduction
In the following sections, we will discuss each category, theme and topic, and supplement them with examples (quotes) from the text of the interview transcriptions. As a result, some of the quotations used in this chapter to support statements may contain grammatical errors. However, after consultation with relevant experts and the study supervisor, it was decided not to use sic.
In view of this decision, I have taken special care to ensure that the quotations used in this chapter are an accurate reflection of the verbatim transcriptions that were made of the interviews.
The kind of support Curriculum Advisors offer to teachers
This role appeared to be consistent with the roles set out in the district CAs role document. Why take coal to Witbank?” This seemed to contradict the document drafted in the district which focused on the roles of CAs in terms of support. Moderation appeared to be time-consuming due to the amount of files that had to be checked by CAs every quarter.
P6 explained that "again, as an intervention strategy, we normally set up half-yearly exams for the educators." CAs appeared to be performing roles that were not theirs.
Challenges faced by Curriculum Advisors
She indicated that "the other challenge is that we do not have physical resources such as photocopying. I have to use my laptop, just to keep the ball rolling.” P3 claimed that “sometimes there are no papers. That's the problem." She further explained that the delay in claim payments would extend to about "five months".
As P7 stated, "there are topics that are in a policy document called CAPS in every subject, but you go to schools, teachers don't take that into account." This did not go down well with the CAs as the teachers were trained to do so.
Solutions and suggestions from Curriculum Advisors .1 Solutions
P4 explained that “sometimes you have to dig deep into your pocket for things to happen. She was of the opinion that if the department provided them with photocopiers, updated computers and laptops, regardless of the subject, they would be happiest. All participants also insisted that the department should pay back transportation claims on time to make things run more smoothly in the curriculum department of the district.
P5 was of the opinion that the budget should be cascaded from province to district in groups or even in.
Conclusion
Introduction
Summary of the findings
As explained in Chapter 3, this exploratory case study used qualitative methods to ensure rich descriptors and grounded explanations of the processes in place in a localized environment (Miles & Huberman, 1994). Peterson and Barnett (2003) spoke of the CA's importance as a curriculum leader when they stated that "the role of the curriculum coordinator as an instructional leader is critical to the success of school reform" (p.1). It is clear that CA's curriculum support functions are essential to enhance the teaching process.
Overall, this study added to the body of knowledge on curriculum support and purposefully identified the challenges that hindered it.
Discussion of each category and its themes .1 The kind of support
The findings of the study clearly and substantiated that moderating the work of teachers in all schools in the district was a demanding task given the understaffing of CAs. Participants in this study indicated that if more CAs were employed, most of the problems faced by the curriculum subdirectorate would be resolved. Some CAs in this study indicated that this negatively affected the district's operations.
Some of the results of this study confirm the results of Walter and Marzano's study.
Implications for future research
Therefore, it is important and necessary that the DBE is strict in the recruitment of teachers. The DBE should also consider re-opening the former colleges of education which are well equipped across the country so that the possible shortage of teachers can be addressed. This would allow CAs to provide curriculum support to people who are familiar with the subject.
Future research should be conducted to assess the processes or procedures that CAs use and implement to make the transition from a management-fixed to a curriculum-driven organization.
Conclusion
Report of the Task Force for the Review of the Implementation of the NCS, October. The study of the American School Superintendency: A look at the superintendent of education in the new millennium. Paper presented at the annual meeting of the American Educational Institute Association (Chicago, IL, April 2003).
Paper presented at the annual meeting of the American Educational Research Association (Chicago, IL, October 2003).
