Describing and understanding the enacted curriculum of selected Grade 10 Life Science teachers in the Western Cape, South Africa

 

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dc.contributor.advisor Laugksch, Rudiger C en_ZA
dc.contributor.advisor Clark, Jonathan en_ZA
dc.contributor.author Petersen, Andrew John en_ZA
dc.date.accessioned 2018-02-07T12:17:12Z
dc.date.available 2018-02-07T12:17:12Z
dc.date.issued 2017 en_ZA
dc.identifier.citation Petersen, A. 2017. Describing and understanding the enacted curriculum of selected Grade 10 Life Science teachers in the Western Cape, South Africa. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/27418
dc.description.abstract This study was conducted in a school in the Western Cape, South Africa situated in a community where learners came from difficult social backgrounds. Previous research has alluded to the challenges faced by teachers equipped with inadequate skills and a lack of effective modelling or mentoring to implement a formal curriculum that is outcomes-based and learner centred. The focus of the study was to uncover the enacted curriculum (and the underlying reasons for the enactment) of four Grade 10 Life Sciences Teachers. This multiple case study is based on data collection strategies that included video and audio-transcripts of the lessons as well as the use of additional relevant documents such as, for example, notes from lesson observations, and learner notebooks. These data were coded using NUDIST and then further analysed using the Pedagogic Content Knowledge (PCK) evidence-reporting table (PCK ERT). Interviews were conducted before the teaching events to allow for content representations (CoRes) to be developed. Overall the teachers lacked planning and the habit of reflection in and of practice. Hence video-stimulated interviews conducted after the teaching events allowed for Pedagogical and Professional experience Repertoires (PaP-eRs) to be developed in order to describe (from a teachers' perspective) what teachers did and why they did what they did. Teachers had varying backgrounds and experience and displayed very individualised and different enactments of the curriculum but they all used a consistent didactic approach in their teaching. The absence of teacher efficacy and the lack of integration of the PCK components limited the transformation of the content in any meaningful way and hence resulted in weak PCK. The relevance of PCK ERT as a descriptive framework for PCK in the context of this research is questioned on epistemic grounds. Factors identified that constrained the enacted practices of teachers included teachers' belief, orientation, poor Subject Matter Knowledge (SMK), school context and their perceptions of learners. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Science Education en_ZA
dc.title Describing and understanding the enacted curriculum of selected Grade 10 Life Science teachers in the Western Cape, South Africa en_ZA
dc.type Thesis / Dissertation en_ZA
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters en_ZA
dc.type.qualificationname MPhil en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Petersen, A. J. (2017). <i>Describing and understanding the enacted curriculum of selected Grade 10 Life Science teachers in the Western Cape, South Africa</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/27418 en_ZA
dc.identifier.chicagocitation Petersen, Andrew John. <i>"Describing and understanding the enacted curriculum of selected Grade 10 Life Science teachers in the Western Cape, South Africa."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2017. http://hdl.handle.net/11427/27418 en_ZA
dc.identifier.vancouvercitation Petersen AJ. Describing and understanding the enacted curriculum of selected Grade 10 Life Science teachers in the Western Cape, South Africa. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2017 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/27418 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Petersen, Andrew John AB - This study was conducted in a school in the Western Cape, South Africa situated in a community where learners came from difficult social backgrounds. Previous research has alluded to the challenges faced by teachers equipped with inadequate skills and a lack of effective modelling or mentoring to implement a formal curriculum that is outcomes-based and learner centred. The focus of the study was to uncover the enacted curriculum (and the underlying reasons for the enactment) of four Grade 10 Life Sciences Teachers. This multiple case study is based on data collection strategies that included video and audio-transcripts of the lessons as well as the use of additional relevant documents such as, for example, notes from lesson observations, and learner notebooks. These data were coded using NUDIST and then further analysed using the Pedagogic Content Knowledge (PCK) evidence-reporting table (PCK ERT). Interviews were conducted before the teaching events to allow for content representations (CoRes) to be developed. Overall the teachers lacked planning and the habit of reflection in and of practice. Hence video-stimulated interviews conducted after the teaching events allowed for Pedagogical and Professional experience Repertoires (PaP-eRs) to be developed in order to describe (from a teachers' perspective) what teachers did and why they did what they did. Teachers had varying backgrounds and experience and displayed very individualised and different enactments of the curriculum but they all used a consistent didactic approach in their teaching. The absence of teacher efficacy and the lack of integration of the PCK components limited the transformation of the content in any meaningful way and hence resulted in weak PCK. The relevance of PCK ERT as a descriptive framework for PCK in the context of this research is questioned on epistemic grounds. Factors identified that constrained the enacted practices of teachers included teachers' belief, orientation, poor Subject Matter Knowledge (SMK), school context and their perceptions of learners. DA - 2017 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2017 T1 - Describing and understanding the enacted curriculum of selected Grade 10 Life Science teachers in the Western Cape, South Africa TI - Describing and understanding the enacted curriculum of selected Grade 10 Life Science teachers in the Western Cape, South Africa UR - http://hdl.handle.net/11427/27418 ER - en_ZA


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