The Experiences of Foundation Phase Teachers in Implementing the Curriculum

Abstract

This article seeks to explore experiences of foundation phase teachers in rural schools with regard to curriculum implementation and how their knowledge and experiences influence the implementation of the curriculum. The research was conducted in the District of Lusikisiki in the Eastern Cape Province of South Africa. A qualitative case study research design was adopted and semi-structured interviews, classroom observations, and document analysis were also employed. The findings highlighted that, although teachers experienced challenges in curriculum implementation, they also acknowledged the benefits of previous curriculum workshops. This article recommends that, for teachers to implement curriculum effectively, the Department of Basic Education and the curriculum designers need to consider the context in which the curriculum has to be delivered. Amongst all other requirements for curriculum implementation, teachers have to be constantly monitored and supported to enhance the quality of teaching and learning.

DOI: 10.5901/mjss.2014.v5n2p103