Teachers' experiences regarding implementation of the revised Social Studies curriculum: The case of Khomas region, Namibia
| dc.contributor.author | Hakutumbulwa, Gerson | |
| dc.date.accessioned | 2021-06-25T18:35:38Z | |
| dc.date.available | 2021-06-25T18:35:38Z | |
| dc.date.issued | 2021 | |
| dc.description | Research submitted in partial fulfilment of the requirements for the Degree of Master of Education (curriculum and Assessment Studies) | en_US |
| dc.description.abstract | This study sought to examine the experiences Social Studies teachers face with regards to the implementation of the revised Social Studies curriculum for the Senior Primary Phase (Grades 4 to 7) in five selected schools in the Khomas region of Namibia. The Rogan and Grayson’s implementation of the curriculum Theory was adapted as theoretical underpinning for this study. A case study research design, employing a qualitative research approach, was adopted. A purposive sampling technique was employed to select three Social Studies teachers from each of the five selected primary schools in the Khomas region, and ten members of school management, two from each school. Data were generated by means of open-ended interview questions, document analysis and classroom observation. The study identified lack of resources, inadequate training, heavy workloads and teachers’ resistance to change as some of the major challenges that constrained the effective implementation of the Social Studies curriculum in the schools that participated in the study. The study concluded that, although some members of the school management and teachers tried to perform their roles and responsibilities to ensure the effective implementation of the revised curriculum in their subject areas, they still required training and on-going support to execute certain aspects of their duties with confidence. If the identified challenges experienced by teachers about the curriculum are not addressed, it could have far-reaching consequences, not only for the school but also for the whole society of the particular field in producing the type of skilled learners needed for the development of society. The study recommends that the National Institute for Educational Development should ensure that teachers receive extensive training prior to the implementation of the revised curriculum. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/2933 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Social studies | en_US |
| dc.subject | Curriculum implementation | en_US |
| dc.title | Teachers' experiences regarding implementation of the revised Social Studies curriculum: The case of Khomas region, Namibia | en_US |
| dc.type | Thesis | en_US |