Teachers'preparedness on the implementation of the new Grade 8 Life Science curriculum in Oshigambo circuit, Oshikoto region, Namibia
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Date
2021
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Publisher
University of Namibia
Abstract
It is a normal practice for every country to reform its educational curricula from primary school to high school grades. Reforms are driven by the ever-changing world economy and contemporary social issues which affect the education system as well as the curricula of the country. Life Science teachers might not be well prepared to implement such reforms, and this could affect their perceptions
on the curriculum. The purpose of this study was to investigate the teachers’ preparedness on the implementation of the new Grade 8 Life Science curriculum in Oshigambo circuit of Oshikoto Region in Namibia. The study adopted qualitative narrative case design. Participants of the study were six Grade 8 Life Science teachers. One on one semi-structured interviews were conducted with the
teachers and heads of department for Science Grade 8 Life Science in three schools. In addition, document analysis and non-participants observation were also used with the purpose of triangulating the data. The data were analysed using inductive content analysis and the following three themes that emerged: a) teachers’ perceptions on curriculum change and implementation; b) the fundamental difference between the new and old curriculum; c) Teachers’ preparations on implementing the new curriculum. The study found out that factors such as negative perceptions towards the new curriculum, lack of textbooks, laboratory equipment, lack of preparation, lack of support, inadequate content knowledge, lack of teacher involvement in the development of curriculum reforms, changes in the passing requirements and learners’ background affect teachers’ perceptions towards the implementation of the new curriculum. This in turn influences the implementation of the new curriculum. The study concluded that Life Science teachers demonstrated a positive perception toward the implementation
of the new curriculum. The study further concluded that the Life Science teachers for Grade 8 were insufficiently prepared to implement the new Life Science curriculum. The study recommends that teachers should be provided with appropriate textbooks for both learners and teachers. Teachers should be trained and prepared through workshops, group discussions and be engaged in debates
regarding the implementation of the new curriculum. Teachers should be consulted and involved during the planning and development of the new curriculum.
Description
A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Curriculum, Instruction and Assessment Studies)
Keywords
Curriculum reform, Implementation, Positive perceptions, Life Science