I am extremely grateful to the members of the participating school for participating in my study. To my fellow Masters and Teacher Development Studies lecturers who had a direct and indirect influence on me. Currently, the school curriculum is adapted within the Curriculum and Assessment Policy Statement (CAPS) and has existed for the last three years.
However, for the purpose of this study, research on CAPS will focus on teachers' experiences teaching within this curriculum framework. Furthermore, although Emirbayer and Mische (1998), Samuel (1998) and Apple (1993) provide a theoretical and conceptual framework for understanding teacher agency in the curriculum, there is a practical gap in that only theoretical and conceptual insights are provided ; ignore practical insights. Emirbayer and Mische (1998) provide considerable insight into what influences agency and how teachers teach, but it does not address the ways in which agency is used by teachers when limited by a curriculum.
In addition, Apple (1993) provides support for understanding the basics of curriculum through state theory; However, theory related to the context of implementing a national curriculum is limited, especially in relation to South Africa. The battle between teacher agency and a prescriptive curriculum South Africa's possible downfalls in building a relationship with teachers The battle between teacher agency and curriculum reform in South Africa In summary.
INFORMED CONSENT LETTER FOR PRINCIPALS APPENDIX 2: APPROVAL LETTER FROM PARTICATING SCHOOL
The purpose of this research is to gain insight into the complex nature of teacher agency and how it is deployed within a prescriptive curriculum. Agency allows teachers to use their ideas to be effective in their teaching. While teacher agency is clearly a well-researched concept, I believe it requires further research in the context of CAPS policy implementation in South Africa.
It is simply recognized that teachers must teach the prescribed curriculum in order to be successful in the eyes of education departments; I disagree with this stance as there are many factors that determine success. This study questions the agency of teachers as can be seen in the design of the critical questions of this study. There are four key concepts in the curriculum that must be understood in order to understand the curriculum as a whole.
Quinn (2010, p. 616) confirms this by stating that the official curriculum can be defined based on "the way curriculum itself is traditionally understood: as the course of study, body of courses, or program of training at a school or university . ” The formal curriculum tends to be influenced by politics because those in power are in fact supporters of that curriculum, but “the official curriculum promises to maintain continued and contested interest and importance in the field” (Quinn, 2010, p.617) . . It can be understood that "the capacity of teachers to use professional discretion in their pedagogy and curriculum is not always easy, alongside their accountability to the state, which generally maintains the overall authority for educational policy" (Campbell, 2012, p. 183) ) . Unfortunately, teachers in South Africa do not need to be competent to fulfill the duties required by curriculum planners (Harrop-Allin and Kros, 2014).
He states that "the programmatic force is a clearer charge that declares the sequence, content and direction that the teaching/learning practices will follow" (p.13). It is simply recognized that teachers must teach the prescribed curriculum in order to be successful in the eyes of education departments; I oppose this position. He (Samuel, 1998) states that "programmatic force is a clearer charge that declares the sequence, content and direction that teaching/learning practices will follow" (p.13).
Participant A corroborates this by stating that the main reason for modifying subject hours is due to “the actual loss of contact time in relation to the established schedule, [that is]. He states that "the programmatic force is a clearer charge which declares the sequence, content and. It is difficult for teachers to have a firm understanding of the curriculum because of its changing nature.
This dilemma therefore brings with it the need for teacher agency, where “the actual curriculum, as proposed by the teacher, is more realistic and feasible. As mentioned in the literature review chapter, it can be understood that “teachers' ability to use professional discretion in their pedagogical and curricular practices does not always easily coexist with their responsibility to the state, which generally maintains overall authority for educational policy” (Campbell , 2012, p. 183). We must simply accept that teachers must teach the set curriculum to be successful in the eyes of the education departments as there are numerous factors that determine their performance.
Submission of the National Curriculum and Statement of Assessment Policy for all subjects listed in the National Curriculum Statement, grades R-12, no. Curriculum Review and Revision Policy in South Africa.
PARTIPANTS
DATA GENERATION SCHEDULE
I am a Masters in Education candidate studying at the University of KwaZulu-Natal, Edgewood campus, South Africa. My research topic is Teaching within a predictive school curriculum: Implications for teacher agency and professionalism. My study is small and involves three participants in a primary school in KwaZulu-Natal.
Participants will be observed during class time and further interviewed for approximately 30-40 minutes at a time that suits them. The interviews will be of a conversational type, referring to objects, events, activities and student achievements at your school. The interviews will take place at a time convenient for each participant and will not interfere with the day-to-day functioning of their and your school's responsibilities.
Any information provided by each participant cannot be used against them and the data collected will only be used for the purposes of this research. After approval, please indicate (by ticking as appropriate) whether or not you are willing to allow the interviews to be recorded by the following devices: audio recording, video recording and photographic images. Labby Ramrathan who is in the School of Education, Edgewood campus of the University of KwaZulu-Natal.
I am Taniqua Winter, a Masters student in the School of Education and Development at the University of KwaZulu-Natal (Edgewood Campus). As this is a vital part of qualifying for a Masters in Education, I have sought permission from the KwaZulu-Natal Department of Education to undertake this research. My study is small and requires five participants in one primary school in KwaZulu-Natal.
Participants will not receive any financial benefits from participating in this research project. For further information about this research project, you can contact me at the following contact details: Taniqua Winter;. We highly appreciate your anticipated positive response in this regard. participant's full name) hereby confirm that I have been informed of the nature, purpose and procedures of the study: Teaching within the Prescribed School Curriculum: Implications for Teacher Agency and Professionalism.
