|Keywords:||South Africa; Educational reforms; Curriculum Assessment Policy Statement; Teacher Training; Political power; Social Sciences; Samhällsvetenskap; Social Sciences; Educational Sciences; Pedagogy; Samhällsvetenskap; Utbildningsvetenskap; Pedagogik; Teacher Education Programme; Lärarprogrammet; Examensarbete för lärarexamen; Examensarbete för lärarexamen|
|Full text PDF:||http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-101277|
A new curriculum, the Curriculum Assessment Policy Statement (CAPS) was during 2012-2014 introduced in South African schools. The aim of this study was to gain an understanding of how the implementation process of the curriculum was perceived by teachers. The study examined what the teachers’ general opinions about CAPS were, what experiences they had from the training in relation to the implementation, what strategies they used to further their understanding about CAPS and which factors affected their ability to implement the curriculum. Eleven teachers were interviewed in order to answer the research questions. Findings from the interviews showed that a majority of the teachers believed that the training that was supposed to prepare them for the implementation of CAPS had several faults.