A focus group discussion was held to: determine the experiences of these teachers in implementing the curriculum and assessment policy statement; understand the factors that inform these experiences; and understand teachers' views on the effectiveness of the curriculum and assessment policy statement. To ensure that the curriculum met the needs of the South African education system, the NCS was revised to create the Curriculum and Assessment Policy Statement (CAPS) (DBE, 2009).
PROBLEM STATEMENT
The main strategy of the newly elected democratic government was to rapidly transform the curriculum. This chapter serves as an introduction to the study of the experiences of Year 11 mathematics teachers in implementing the Curriculum and Assessment Policy Statement in schools in the Durban region of South Africa.
RATIONALE FOR THIS STUDY
This study focuses on the experiences of grade eleven Mathematics teachers during the implementation of a change in curriculum from the NATED 550 syllabus of the apartheid era, to the National Curriculum Statement (NCS) and then to the current Curriculum and Assessment Policy Statement (CAPS). . . The purpose of this study is to document experiences of grade eleven mathematics teachers from Durban schools, interpret and analyze these experiences, and then report on these experiences.
THE AIM AND OBJECTIVES OF THIS STUDY
KEY RESEARCH QUESTION
The interpretive paradigm will allow me to gain insight and gain a clear understanding of the Grade 11 math teacher's experiences with the implementation of CAPS. This qualitative study will help me understand Grade 11 math teachers' experiences with implementing CAPS.
SAMPLING
The study will make sense of the participants' life worlds through an analysis of the recorded interactions with them in order to appreciate and clarify the meanings they attach to their experiences. The qualitative approach is appropriate as the interaction between me and the participants will be through face-to-face group interviews to elicit their experiences.
DATA PRODUCTION
I will also use the focus group interview as a data collection method in my research because it adequately supports the case study approach (Yin, 2012). Since my study is about the emergence of the participants' experiences in a real-world context, the case study research method and focus group interview as the data collection method are the most suitable to support the data production in my research study.
DATA ANALYSIS
LOCATION OF STUDY
PREVIEW OF THE CHAPTERS TO FOLLOW
CONCLUSION
LITERATURE REVIEW
- INTRODUCTION
- OWNERSHIP: THE EXTENT OF TEACHER INVOLVEMENT TO CURRICULUM DEVELOPMENT
- POLICY DOCUMENT: CLARITY AND UNDERSTANDING OF THE DOCUMENT
- TEACHER TRAINING FOR CURRICULUM IMPLEMENTATION
- KNOWLEDGE AND SKILLS OF TEACHERS
- CURRICULUM MATERIALS AND RESOURCES
- CONTEXTUAL FACTORS AFFECTING CURRICULUM REFORM
Teachers as key role players should be part of the curriculum development process (Carl, 2005, Kilpatrick, 2009), as they are crucial in the implementation of structural reform (Flores, 2005). South African teachers were largely excluded from involvement in the curriculum development process outside the confines of the classroom (Carl, 2005).
CONCEPTUAL FRAMEWORK
OBSTACLES TO CHANGE
Ornstein & Hunkins (1998) further identified Thomas Harvey's barriers to change as: stakeholders' lack of sense of ownership in implementing change; the lack of benefit that teachers and students experience in the change process; the increase in teacher workload; the lack of support from those who initiated the change process; the lack or poor collegial support for teachers; the uncertainty teachers feel when their safety is threatened; the chaos experienced as a result of implementing the changes; the lack of knowledge among teachers about the change. The barriers experienced by teachers in this study will be compared to Harvey's barriers to change to determine if they are consistent with change theory.
FORCES OF CHANGE
Ornstien & Hunkins (1998) go on to explain that the restraining forces are: fear of the unknown, threats to power, outdated knowledge, traditional knowledge and limited resources. This research will attempt to determine what the teachers perceived as the driving forces that prompted the change process, what inhibiting forces they encountered during the implementation of the new curriculum in the classroom, and what obstacles they experienced during the process of implementing the new curriculum.
INTENDED AND IMPLEMENTED CURRICULUM
According to Ornstein & Hunkins (1998), the process of change has three phases: the release of the driving forces when its elements are stimulated, the shift of the force field from the driving force to the limiting force, and the refreezing of the force field. . Teachers often change and adapt curriculum intentions to fit the purpose of the lessons (Ozgeldi & Cakiroglu, nd).
CONCLUSION
As this study focuses on teachers' experiences, attention will be paid to the intended curriculum and the adopted curriculum. An attempt will be made to establish a link between the intended curriculum and that adopted by the participants in this study.
INTRODUCTION
RESEARCH PARADIGM
Participants were selected from different schools, therefore the social context of teachers' experience differed from each other and they made different meanings of their experiences (Markula & Silk, 2011). While participants made different meanings of their experiences, these experiences were lived in the shared reality of implementing CAPS in the 11th grade math class (Markula & Silk, 2011).
RESEARCH APPROACH
Psychological and emotional unity developed as my research participants demystified their experiences while implementing CAPS in their eleventh-grade math class. In order to maintain good qualitative research, I was actively involved in the generation, interpretation and gradual understanding of the data (Morse & Richards, 2002).
SAMPLING
Commune schools are located within cities and towns in areas that were designated by the apartheid government3 for black residents and therefore the students in these schools are still black and come from lower, working and middle class families ( Soudien, 2004; Reddy, 2006). Formerly colored schools located in previously declared colored areas have become multiracial and the students in these schools are from lower, working and middle class families, but the teaching staff is predominantly black (Soudien, 2004; Reddy, 2006).
RESEARCH METHODS
- CASE STUDY
- FOCUS GROUP INTERVIEW
- CONDUCTING A FOCUS GROUP
- THE DATA COLLECTION SITE
In setting the stage for the focus group interview, the moderator first explained the expectation for the discussion, thereby making the purpose of the study very clear. The social interaction between the participants in this focus group interview influenced the validity of the knowledge that emerged from the discussion (Flick, 2006).
VALIDITY, RELIABILITY AND TRUSTWORTHINESS ISSUES
Because the focus group interview was voice recorded, I ensured that the digital recording device was ready and working well before the day of the focus group interview (Maykut & Morehouse, 1994). To ensure that as a researcher I can describe this intersubjectivity between participants, I worked closely with the participants and with the focus group interview transcript (Calder, 1977).
ETHICAL ISSUES
As a qualitative researcher, I identified patterns that emerged from the data, and then presented these patterns, as closely as possible to the original experience of the participants, to the intended audience (Maykut & Morehouse, 1994). The letter further indicated the right of the participant to withdraw from the research study whenever he/she wishes (Markula & Silk, 2011).
LIMITATIONS
Even after finding such teachers, it was difficult to convince some of them to be part of my research because it intruded on their personal time. Even after identifying and negotiating with this purposive sample of teachers, the teacher from the ex-Model “C” school did not present himself at the data collection site on the agreed date of the focus group interview because the principal of his school refused. permission to be part of my research.
CONCLUSION
In accordance with the above, I was limited to using a targeted sample of participants with the above profile. This study was therefore limited to expressing the feelings, understandings and views of this hand-picked sample of participants.
PROJECTION FOR THE NEXT CHAPTER
It was a difficult task to identify teachers with this profile and therefore took longer than expected to find them. As an eleventh grade mathematics teacher, I acknowledge that my beliefs and preconceived ideas about experiences of implementing CAPS in eleventh grade may have caused biases in my research study.
INTRODUCTION
A suitable location for the focus group interview was chosen for convenience, accessibility and privacy. The recording equipment was inspected and found to be in good working order well in advance of the focus group interview.
THE TRANSCRIPTION PROCESS
Her expertise ensured that all principles of the appropriate conduct of a focus group interview were adhered to. The focus group had to be tape-recorded to provide evidence for reference during transcription to text.
THE ANALYSIS PROCESS
RESEARCH FINDINGS
Participants A and B were adamant that teachers should be involved in curriculum development at some point. Participants A and D believe that the universities had a great influence on the curriculum change in CAPS.
KNOWLEDGE OF CURRICULUM CHANGE TO CAPS
THE CURRICULUM POLICY DOCUMENT
- KNOWING THE CAPS DOCUMENT
- CLARITY OF THE CAPS DOCUMENT
- RELEVANT PREVIOUS KNOWLEDGE
- DELIVERING THE CURRICULUM POLICY DOCUMENT
- SUBJECT CHOICE
The CAPS policy document presents the curriculum developers' intended curriculum in written form. Their acceptance of the curriculum will also vary according to their understanding of the document.
TEACHER TRAINING
Further training was provided in the form of: courses, conferences, workshops or seminars (Villagas-Reimers, 2003; Ozer, 2004). However, Participant B did not receive any support from any further training on CAPS at all.
CONTENT KNOWLEDGE AND SKILLS OF TEACHERS
Teachers must be adequately equipped to construct knowledge and meaning with the curriculum reforms (Bantwini, 2010). The participants were overwhelmed by the introduction of the new curriculum and needed to adapt quickly to cope with the change.
CURRICULUM MATERIALS AND RESOURCES
TEXTBOOKS
Worksheets can be prepared by the participants, using the information from the different textbooks, to suit the skill levels of the students, allowing them to work at their own pace. The curriculum document also serves as a tool for participants in delivering the curriculum.
THE CAPS DOCUMENT
The pace of the curriculum is determined by the timeframes provided on the curriculum policy document, which is a clear indication that it is aimed at curriculum completion rather than curriculum realisation. Participants B and C found that the curriculum policy document and textbooks follow the same sequence, thus creating a link that makes it easier for teachers to work.
CONTEXTUAL FACTORS
Sometimes you will literally have to get all the stuff in the classroom and get the child to do it in the classroom. Large class sizes will limit access to resources and reduce teacher effectiveness in the classroom (Zappa-Hollman, 2007).
THE STRENGTHS AND WEAKNESSES OF CAPS 1. Strengths
According to Participants A and D, the limited time frame does not provide teachers with enough time to adequately cover the topics in class. According to participants B and C, the NATED 550 curriculum gave students the option to choose higher or standard level math.
CONCLUSION
The lack of participant involvement in curriculum development has prevented the development of a sense of ownership by participants in the CAPS curriculum. The contextual factors negatively affected the participants' experiences of implementing the CAPS curriculum in the 11th grade mathematics class.
PROJECTION FOR THE NEXT CHAPTER
Although participants found the CAPS document to be well structured and clear, there is still room for more in-service training of participants to handle the implementation of CAPS to improve their extensive knowledge and skills to make implementation more meaningful. Participants found the curriculum document sufficient to implement CAPS in the grade 11 Mathematics classes, however the use of one textbook was insufficient.
INTRODUCTION
OWNERSHIP OF CURRICULUM
These participants simply handed out copies of the document and expected others to read for themselves. Students who did not meet the requirements of CAPS failed at the end of the year.
TEACHER TRAINING
If teachers have not taken ownership of the curriculum, their knowledge and understanding of the curriculum needs is insufficient to implement the intended DBE curriculum. This is the inhibiting force that denies teachers the essential training needed for successful implementation.
KNOWLEDGE AND SKILLS
If teachers are not trained to implement the intended curriculum, then the curriculum (implemented) by the teacher in the classroom will not match the intended curriculum. Teachers with the right knowledge and skills to implement the intended curriculum will be a driving force for curriculum reform, however, by the DBE that does not provide a strategically planned and coordinated in-service training program for teachers who lack knowledge and skills needed to implement the curriculum, a restraining force is created that prevents the implementation of the intended curriculum.
RESOURCES
CONTEXTUAL FACTORS
Teachers' knowledge of the curriculum, and their skills and enthusiasm to implement the intended curriculum in the classroom is a driving force for curriculum reform. Teachers adapt to the "climate" of the classroom and deliver the curriculum as best as contextual factors allow them to do so.
SUGGESTIONS FOR FURTHER RESEARCH
Contextual factors: lateness of students to school and lessons; high noise level due to the continuous talking of students during the lesson; students play with mobile phones during the lesson; short attention span of students; student disobedience; and lack of parental support are limiting forces that hinder teachers from implementing the curriculum in the classroom.
CONCLUSION
A comparative study of the National Curriculum Statement (NCS) and the Curriculum and Assessment Policy Statement (CAPS). Report of the Task Team for the Review of the Implementation of the National Curriculum Statement.
