Theses and Dissertations
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Browsing Theses and Dissertations by Author "Skhephe, M."
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Item Economics teachers’ perceptions of Economics curriculum changes in the selected high schools of Amathole West Education District(University of Fort Hare, 2024) Nkalitshana, Asanda; Skhephe, M.The purpose of this study was to explore Economics teachers’ perceptions of Economics curriculum changes in the selected high schools of Amathole West Education District, Eastern Cape, South Africa. This action was prompted by the researcher’s observation of the challenges in implementing curriculum changes in the classroom. A qualitative research approach was undertaken with the purpose of developing a better understanding of the research problem under study. The case study research design was deemed appropriate for this study. Convenient sampling was used to solicit data from fifteen participants who were, specifically, Economics teachers selected from five high schools of Amathole West Education District. Semistructured interviews and documents analysis were used to collect data to provide valid and reliable information for the compilation of this study. Themes and categories were used to analyse data. The outcomes of the study revealed that economics teachers are facing challenges in implementing new economics curriculum changes due to their lack of involvement when a new curriculum is developed, to such an extent that the issue of lack of resources and capacity to support curriculum changes become major barriers. Based on the findings of the study, some recommendations were made. The researcher recommended that whenever it would be necessary to change the economics curriculum, a bottom-up approach should be employed to cope with the changes. Instead of being instructed by the authorities what changes should be made, teachers should be given a chance to express their opinions. In addition, the researcher recommends that economics discussion forums be held in order to help teachers with any problems they encounter, such as a shortage of economics teaching and learning resources. Furthermore, the researcher recommends that curriculum training and workshops for economics teachers should be offered continuously in order to equip teachers with sufficient information regarding the curriculum. The researcher recommended further that all teachers must be encouraged to either speak in discussion forums or write down their views without mentioning their names in order to avoid being victimised and censured by others. In this study the researcher concludes that it is important to note that the process of changing the curriculum compels teachers to participate in continuing education programmes for their own personal growth in order to accept and adapt to any curriculum changes that may occur. It is crucial to remember that new information and expertise can help with teaching by inspiring the development of fresh approaches to education. Furthermore, before any curriculum changes are made, teachers should be given curriculum material that they can read and understand in order to raise their opinions. Since teachers are the ones who carry out the curriculum, it is vital that they participate in the planning and design of the curriculum.