Educators' experience of transformation and change in a full service primary school
In the nineteen years of South Africa’s democracy, its education system, as a vehicle for political, economic and social reform, has been characterised by transformation and change. Educators, as policy implementers, have been integral to that process. For the educators at the school selected for th...
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ndltd-netd.ac.za-oai-union.ndltd.org-unisa-oai-uir.unisa.ac.za-10500-183132018-11-19T17:15:13Z Educators' experience of transformation and change in a full service primary school Feldman, Beverley Antoinette Venter, Maria Adriana Transformation Curriculum change Inclusion New assessment methods Increased workload Educator competence and accountability Paperwork and administrative tasks Full service school 372.11020968 Elementary school teachers -- South Africa -- Attitudes -- Case studies Educational change -- South Africa -- Case studies Inclusive education -- South Africa -- Case studies In the nineteen years of South Africa’s democracy, its education system, as a vehicle for political, economic and social reform, has been characterised by transformation and change. Educators, as policy implementers, have been integral to that process. For the educators at the school selected for this study, changes have included, among others, frequent curriculum revision; a different approach to assessment; changes in school management as well as making a transition from a mainstream to a full service school, focused on the inclusion of learners who experience mild to moderate barriers to learning. Against this background the purpose of this study was to explore the subjective experience of educators in this particular school, and the subsequent impact that aspects of curriculum change and educational reform may have had on them; then secondly to put practices in place that would enable them to positively embrace new ideas, create knowledge and share ideas as educators. The study was conducted with 21 educators at a full service school. The research findings show them to be overloaded with administrative tasks as pressure is put on them to present evidence of their competence and functionality; many of them were tired, confused or angry. They felt rushed and obligated to implement a curriculum that they perceive to compromise effective teaching and learning; and ultimately, the learners. Psychology of Education M. Ed. (Guidance and Counselling) 2015-03-02T05:15:16Z 2015-03-02T05:15:16Z 2014-06 Dissertation Feldman, Beverley Antoinette (2014) Educators' experience of transformation and change in a full service primary school, University of South Africa, Pretoria, <http://hdl.handle.net/10500/18313> http://hdl.handle.net/10500/18313 en 1 online resource (xi, 135 leaves) : illustrations |
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Transformation Curriculum change Inclusion New assessment methods Increased workload Educator competence and accountability Paperwork and administrative tasks Full service school 372.11020968 Elementary school teachers -- South Africa -- Attitudes -- Case studies Educational change -- South Africa -- Case studies Inclusive education -- South Africa -- Case studies |
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Transformation Curriculum change Inclusion New assessment methods Increased workload Educator competence and accountability Paperwork and administrative tasks Full service school 372.11020968 Elementary school teachers -- South Africa -- Attitudes -- Case studies Educational change -- South Africa -- Case studies Inclusive education -- South Africa -- Case studies Feldman, Beverley Antoinette Educators' experience of transformation and change in a full service primary school |
description |
In the nineteen years of South Africa’s democracy, its education system, as a vehicle for political, economic and social reform, has been characterised by transformation and change. Educators, as policy implementers, have been integral to that process. For the educators at the school selected for this study, changes have included, among others, frequent curriculum revision; a different approach to assessment; changes in school management as well as making a transition from a mainstream to a full service school, focused on the inclusion of learners who experience mild to moderate barriers to learning. Against this background the purpose of this study was to explore the subjective experience of educators in this particular school, and the subsequent impact that aspects of curriculum change and educational reform may have had on them; then secondly to put practices in place that would enable them to positively embrace new ideas, create knowledge and share ideas as educators. The study was conducted with 21 educators at a full service school. The research findings show them to be overloaded with administrative tasks as pressure is put on them to present evidence of their competence and functionality; many of them were tired, confused or angry. They felt rushed and obligated to implement a curriculum that they perceive to compromise effective teaching and learning; and ultimately, the learners. === Psychology of Education === M. Ed. (Guidance and Counselling) |
author2 |
Venter, Maria Adriana |
author_facet |
Venter, Maria Adriana Feldman, Beverley Antoinette |
author |
Feldman, Beverley Antoinette |
author_sort |
Feldman, Beverley Antoinette |
title |
Educators' experience of transformation and change in a full service primary school |
title_short |
Educators' experience of transformation and change in a full service primary school |
title_full |
Educators' experience of transformation and change in a full service primary school |
title_fullStr |
Educators' experience of transformation and change in a full service primary school |
title_full_unstemmed |
Educators' experience of transformation and change in a full service primary school |
title_sort |
educators' experience of transformation and change in a full service primary school |
publishDate |
2015 |
url |
Feldman, Beverley Antoinette (2014) Educators' experience of transformation and change in a full service primary school, University of South Africa, Pretoria, <http://hdl.handle.net/10500/18313> http://hdl.handle.net/10500/18313 |
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AT feldmanbeverleyantoinette educatorsexperienceoftransformationandchangeinafullserviceprimaryschool |
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1718794318049705984 |