The professional development of science teachers for the ...

THE PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS FOR THE IMPLEMENTATION OF A NEW CURRICULUM

by

ANNELIZE CRONJE

Submitted in accordance with the requirements for the degree of

MASTER OF SCIENCE EDUCATION

to the

FACULTY OF EDUCATION

at the

UNIVERSITY OF JOHANNESBURG

SUPERVISOR: DR JJJ De Beer

CO-SUPERVISOR: DR U Ramnarain

JANUARY 2011

ii

DECLARATION

I declare that the work contained in this dissertation is my own and all the sources I

have used or quoted have been indicated and acknowledged by means of references. I

also declare that I have not previously submitted this dissertation or any part or it to any

university in order to obtain a degree.

Signature: __________________________

(Annelize Cronje)

Johannesburg

January 2011

iii

ACKNOWLEDGEMENTS

I dedicate this research study to my husband, Kobus, for his continuous support and

motivation throughout this study. I would not be able to complete this study without his

love, understanding and help.

In particular I would like to thank my supervisor, Dr Josef de Beer for his invaluable

support and guidance to me as a student. At times when I felt like giving up, he

motivated and inspired me to continue. I also would like to thank Dr U Ramnarain for his

contribution as co-supervisor.

I sincerely thank the National Research Foundation and the University of Johannesburg

for their financial support.

I wish to express my gratitude towards my colleagues at the North West University,

especially my director Dr Mokoena for all their support and encouragement.

I would like to thank Mrs Kathy Morgan for her skilled editing done in a very professional

manner.

My gratitude is extended to my children, family members and friends for your

continuous support and encouragement throughout this study.

A special word of thanks and appreciation goes to the teachers and learners, who

voluntarily participated in this study. Without your co-operation this study would not be

possible.

I am also grateful to my parents, Lilla and Tat du Buisson, for their positive influence on

my life. Their example of diligence and dedication has shown me that through

perseverance anything is possible.

iv

Above all, I wish to thank My Lord and Saviour for granting me the talent, opportunities

and grace to complete this study.

v

SYNOPSIS

Science teachers in South Africa had to cope with the implementation of a host of new

policies and curricula during the past years. New policies were implemented within a

short space of time and teachers struggled to cope. The professional development

teachers received during the implementation phase did not provide sufficient support to

teachers and manifested in teacher overload, confusion and stress. For science

teachers this resulted in lack of content knowledge, laboratory skills and pedagogical

content knowledge (PCK), to name a few. The consequence was learner

underperformance in science during international and local assessments.

The aim of this study is to add to current knowledge pertaining to the professional

development of science teachers. The lived experiences of the science teachers during

implementation of a new curriculum, their problems and needs, as well as the

professional development that they received in their community of practice by keystone

species were researched. A qualitative case study with a phenomenological flavour was

chosen as research design. A single school was selected and data generated using

interviews, observations, photos and artefacts.

The findings suggest that the needs and problems of the science teachers in this case

study are not sufficiently addressed through professional development programmes. No

keystone species could be identified amongst the science teachers and the community

of practice was found to be a pseudo-community of practice. The science teachers

experienced problems with learner-centred teaching methods and practical

investigations. In addition, there appears to be a general lack of applying shoestring

science. The teachers experienced negative feelings and many of them lacked a sense

of agency.

To overcome the problems it is recommended that a community of practice be

developed and nurtured for the science teachers. This should be supplemented by

properly planned professional development programmes offering shoestring science,

vi

PCK and personal wellbeing programmes. The establishment of cluster groups (as

ecologies of practice), in which Natural-, Life- and Physical Sciences teachers support

one another, is also a recommendation of this study.

vii

TABLE OF CONTENTS

CHAPTER 1 CONCEPTUALISATON OF THE PROBLEM 1.1 Introduction 1

1.2 Background to the research problem 1

1.2.1 Current problems experienced in science teaching in South Africa 2

1.2.2 Attempts to address the problem 5

1.3 Motivation for this study 7

1.4 Problem statement and research questions 14

1.5 Purpose and objectives of the study 15

1.6 Research design 16

1.7 Research methodology 17

1.8 Data Collection 18

1.9 Compliance with ethical standards 20

1.10 Outline of the chapters 21

CHAPTER 2 LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK 2.1 Introduction 22

2.2 Science and science education as perceived in this study 23

2.3 Generic problems experienced in South African schools with

Implementation of NCS 24

2.3.1 Role of subject advisors 25

2.3.2 School leadership and management 25

2.3.3 Problems associated with teachers and teaching 26

2.3.4 OBE principles obscure the access to knowledge 30

2.4 Specific problems experienced in science teaching in SA 30

2.4.1 Lack of laboratory skills and science equipment 30

2.4.2 The content knowledge of science teachers 31

2.4.3 PCK of science teachers 33

2.5 Problems with professional development of teachers during NCS

Implementation 34

2.6 Theoretical and conceptual framework 36

viii

2.6.1 The TOOLS of mediation 44

2.6.2 The SUBJECT in the activity system 51

2.6.3 The RULES in the activity system 60

2.6.4 The COMMUNITY in which the subject operates 61

2.6.5 DIVISION OF LABOUR by the subject 65

2.6.6 The OBJECT of the activity system 66

2.6.7 The OUTCOME 93

2.7 Conclusion 94

CHAPTER 3 METHODOLOGY 3.1 Introduction 97

3.2 Research questions and objectives 97

3.3 Research design 99

3.4 Research method 100

3.5 Data collection 103

3.5.1 Site selection 104

3.5.2 Gaining access and obtaining permission 105

3.5.3 Building rapport 107

3.5.4 Generating data 107

3.5.5 Analyzing data 112

3.6 Displaying and comparing data 115

3.7 Trustworthiness, validity and reliability 115

3.8 Conclusion 117

CHAPTER 4 PRESENTATION AND ANALYSIS OF DATA COLLECTED 4.1 Introduction 118

4.2 Profile of the school 118

4.2.1 History and context of the school 119

4.2.1 The learners of the school 119

4.2.3 The discipline and management of the school 120

4.2.4 Utilization of venues 122

4.2.5 The budget 124

ix

4.3 Profiles of the science teachers participating in the study 125

4.4 Data generated concerning the teachers and school 128

4.5. Identified codes and themes 143

4.5.1 Management issues 153

4.5.2 Resources 163

4.5.3 Learner factors 168

4.5.4 Community of practice issues 172

4.5.5 Roles of the teacher 176

4.5.6 Personal well-being 180

4.5.7 Professional development issues 186

4.6 Linking the findings to CHAT 192

4.6.1 The TOOLS 193

4.6.2 The SUBJECT 195

4.6.3 The RULES 196

4.6.4 The COMMUNITY 197

4.6.5 DIVIDION OF LABOUR 198

4.6.6 The OBJECT 199

4.6.7 The OUTCOME 199

4.7 Conclusion 200

CHAPTER 5 FINDINGS, RECOMMENDATIONS AND CONCLUSION 5.1 Introduction 201

5.2 Summary of findings 201


5.2.2 Resources 204


5.2.4 Community of practice issues 205

5.2.5 Role of the teacher 205


5.2.7 Professional development issues 207

5.3 Recommendations 209


x

5.3.2 Resources 211


5.3.4 Community of practice 212

5.3.5 Roles of the teacher 213


5.3.7 Professional development 214

5.4 Limitations of the study 216

5.4.1 Time, distance and budget limitations 216

5.4.2 Limitations concerning personal well-being 216

5.4.3 Generalization 217

5.4.4 Photo analysis 217

5.5 Future research 217

5.6 Conclusion 218

BIBLIOGRAPHY 222

xi

LIST OF FIGURES FIGURE PAGE Figure 1.1: A linear top-down approach of innovation implementation 9

Figure 2.1: First generation activity theory 38

Figure 2.2: Second generation activity theory 39

Figure 2.3: Third generation activity theory 40

Figure 2.4: Relationship between communities of practice and ecologies 43

of practice

Figure 2.5: TOOLS of mediation 44

Figure 2.6: The subject in CHAT 51

Figure 2.7: PCK representation 55

Figure 2.8: The rules in CHAT 60

Figure 2.9: The community in CHAT 61

Figure 2.10: Division of labour in CHAT 65

Figure 2.11: The object in CHAT 66

Figure 2.12: A top-down approach to professional development 68

Figure 2.13: Hoban‟s complex system spider web 70

Figure 2.14: Rogan and Grayson framework for implementation model 75

Figure 2.15: Maslow‟s original hierarchy of needs 86

Figure 2.16: Adapted Hierarchy of Needs model 88

Figure 2.17: The outcome in CHAT 93

Figure 3.1: Data collection cycle 103

Figure 3.2: Continuum of role assumed by an observer 108

Figure 3.2: Saldana‟s codes theory model for qualitative inquiry 114

Figure 4.1 The security at the school is very good 121

Figure 4.2: The school library 123

Figure 4.3: Library used as workspace by teachers 123

Figure 4.4: Audiovisual equipment 123

Figure 4.5: The science laboratory 123

Figure 4.6 The science laboratory and store room 124

Figure 4.7: Integrating themes with CHAT 193

xii

LIST OF TABLES

TABLE PAGE Table 2.1: Problematic areas highlighted by de Beer and 33

Ramnarain Table 2.2: Profile for implementation 77

Table 2.3: Profile of the capacity to support innovation 81 Table 2.4: Profile of outside support 84

Table 4.1: Profile for Implementation 129

Table 4.2: Summary of lesson observations and interview 132

evaluations of Thandi for profile of implementation

Table 4.3: Summary of lessons observations and interview 133

evaluations of Thabo for profile of implementation


evaluations of Zaiwan for profile of implementation


evaluations of Oscar for profile of implementation


evaluations of Mpho for profile of implementation

Table 4.7: Summary of findings on profile of implementation 137

for science teachers

Table 4.8: Profile of the capacity to support innovation 138

Table 4.9: Summary of findings on capacity to support innovation

for School of Hope 140

Table 4.10: Profile of outside support for innovation 142

Table 4.11: Summary of findings on outside support for School of Hope 143

Table 4.12: Theme 1 146




xiii

TABLE PAGE




Table 4.19: Classification of participants according to attitude 184

towards teaching

.

xiv

LIST OF APPENDICES

APPENDIX DESCRIPTION PAGE Appendix A Approval form to conduct research from Department of

Education 240

Appendix B Permission letter to conduct research from Department of

Education 243

Appendix C Letter of consent to school principal 244

Appendix D Letter of consent to science teachers 247

Appendix E Letter of consent to parent/guardian and learner 251

Appendix F Table to complete during lesson observations 255

Appendix G Circular 38/2007 256

Appendix H Circular 28/2008 269

Appendix I Stock Inventory for Physical Science 275

Appendix J Transcripts of field notes 280

Appendix K Transcripts of individual interviews 288

Appendix L Transcripts of focus group interviews 327

Appendix M Questionnaire schedule for interviews 347

xv

LIST OF COMMONLY USED ABBREVIATED ACRONYMS ACE: Advanced Certificate in Education ACE: Advanced Certificate in Education

AS: Assessment Standard AT: Activity Theory CHAT: Cultural Activity Theory CAPS: Curriculum Assessment Policy Statements CPD: Continued Professional Development CSIR: Council for Scientific and Industrial Research DOE: Department of Education FET: Further Education and Training GDE: Gauteng Department of Education GPS: Global Positioning System HOD: Head of Department HPD: Holistic Professional Development IEP: Integrated Education Project IEP: Integrated Education Project IK: Indigenous Knowledge IKS: Indigenous Knowledge Systems IS: Interim Syllabus LO: Learning Outcome LPP: Legitimate Peripheral Participation LTSM: Learner Teaching Support Material MKO: More Knowledgeable Other MSTE: Mathematics, Science, Technology and Engineering NCS: National Curriculum Statement NGO: Non-governmental Organizations NOS: Nature of Science NTSF: National Science and Technology Forum OBE: Outcomes-Based Education

xvi

PCK: Pedagogical Content Knowledge PGP: Personal Growth Plan PLS: Professional Learning System SADTU: South African Democratic Teachers Union SGB: School Governing Body SMT: School Management Team SOH: School of Hope SWOT: Strengths, Weaknesses, Opportunities and Threats

TIMMSS: Trends in International Mathematics and Science Study TMP: Teacher Mentorship Programme TMP: Teacher Mentorship Programme UJ: University of Johannesburg UK: United Kingdom USA: United States of America ZFI: Zone of Feasible Innovation ZPD: Zone of Proximal Development

1

CHAPTER 1

CONCEPTUALISATION OF THE PROBLEM

1.1 INTRODUCTION

This study is concerned with the current problems experienced in science teaching in

South Africa with specific reference to the problems science teachers face with the

implementation of new curricula or policies. The aim of this study is to add to current

knowledge pertaining to the professional development of Natural-, Life- and Physical

Sciences teachers and to determine what problems they experience and what their

specific needs are. The support these teachers receive (or not) with the implementation

of the National Curriculum Statement (NCS) is researched and recommendations will be

made as to how these teachers‟ needs can be addressed in in-service and support

programmes.

The research is fitted within the framework of cultural historical activity theory (CHAT) in

order to view the bigger picture of teacher development within a specific school or

community of practice. Cognisance will be taken of Rogan and Grayson‟s (2003) zones

of feasible innovation as well as how keystone species (master teachers) can assist

other teachers within a community of practice. (The distinction I make between

communities- and ecologies of practice will be discussed). Maslow‟s hierarchy of human

needs (in Chapman, 1995) will be taken into consideration when looking at the needs of

the teachers and how they are met. Professional development will be viewed as a

complex system as described by Hoban (2002).

1.2 BACKGROUND TO THE RESEARCH PROBLEM South Africa has a huge shortage of skilled scientists, engineers and technicians.

According to the previous Minister of Science and Technology, Mosibudi Mangeni, this

shortage is linked directly to the poor level of teaching in secondary schools (in

2

Khumalo, 2007:1). Science teacher education and development is not only a South

African problem, but globally countries are faced with the challenge to provide properly

qualified teachers. The United States of America (USA), United Kingdom (UK),

Switzerland and South Australia all experience a shortage of properly qualified science

teachers (Shai, 2010).

The problems in South Africa worsened due to inequalities caused by apartheid

education and therefore reform was necessary. Since the democratic elections in 1994,

education in South Africa has experienced many changes. The decision to replace the

old education system with outcomes-based education (OBE) was taken in 1997. It was

envisaged that the implementation would be completed by 2005 and thus it was

branded Curriculum 2005. The new curriculum applies the principles of OBE, focuses

on learner-centered teaching and the critical outcomes specified by the National

Qualifications Framework (Gouws & Dicker, 2007:242). New content knowledge was

also introduced. Problems were experienced with the implementation of Curriculum

2005 and a streamlined curriculum statement called the National Curriculum Statement

(NCS) was introduced (Department of Education 2003a, Jacobs 2001).

1.2.1 Current problems experienced in science teaching in South Africa In order to understand why the professional development and needs of science

teachers are so important, it is necessary to get a holistic view of the current situation of

science teaching in South Africa and abroad. Current problems experienced in science

teaching in South Africa are discussed below:

1.2.1.1 Poor results In the 2006 matric examination fewer learners passed mathematics and science on the

higher grade than in previous years and only 5,6% of all candidates passed higher

grade Physical Sciences (Paton, 2007:66). In the Trends in International Mathematics

and Science Study (TIMSS) held in 2003, grade 8 learners were assessed and South

Africa performed worst of all participating countries with the lowest score in

mathematics and science (Bernstein, 2005:232).

3

1.2.1.2 Shortage of qualified science teachers There is such a serious shortage of science teachers that the Department of Education

is now recruiting foreign teachers to ease this shortage. The other problem is that many

of the current science teachers are not properly qualified. Mangene stated that: “more

than 56% of high school maths and science teachers are under-qualified” (in Matomela,

2007:4). The shortage of qualified science teachers is also a serious problem in many

countries, including the USA, UK, Canada and Australia (Wang, 2004:114).

1.2.1.3 Lack of management skills amongst teachers Some science teachers have poor teaching styles and haphazard approaches. These

teachers struggle with planning, preparation and sticking to a work plan (Horak & Fricke,

2004:17). Based on their study, Horak and Fricke mention that some science teachers

experienced difficulty with turning written advice into practical solutions. The lack of

organizational skills of teachers is also seen as a major problem by Hoffman (in

Rademeyer, 2008:1).

1.2.1.4 Lack of motivation Cordeur (in Malan, 2008:11) is of the opinion that one of the main reasons for the

problems with our current education system is the low morale and lack of motivation of

teachers. This is confirmed by George, Louw and Badenhorst (2008:138) who mention

that one in every four educators has a sense of low morale towards the profession.

Many teachers are disillusioned with low remuneration compared to the private sector

and therefore are not motivated and are demoralized (Visser, 2008:10 and Muwanga-

Zake, 2004:9). Wang (2004:114) reiterates that teachers in the US, UK and Australia

are dissatisfied with their working conditions, such as stressful workload, low social

status and low teacher salary when compared to other competitive occupations.

1.2.1.5 Lack of subject and pedagogical content knowledge South African teachers confronted with the new curriculum feel threatened by all the

new challenges and demands they have to face and they feel that they do not have the

necessary knowledge and skills to meet those demands (Gouws & Dicker, 2007:243).

4

Many teachers have a lack of understanding of fundamental concepts in the sciences

as indicated by research done by Horak and Fricke (2004:17) and Kriek (2005). Kriek

and Horak and Fricke found a discrepancy between the confidence teachers had in their

subject content knowledge and what they actually knew about the subject.

Misconceptions are then transferred to the learners. Due to the lack of understanding of

fundamental concepts many teachers struggle to apply shoestring science when

laboratory apparatus is not available or they do not know how to set up and conduct the

experiments, even when the necessary equipment is available (Muwange-Zake,

2004:3). A lack of resources can limit the amount of practical work science teachers

administer. Shoestring science refers to the type of science resourceful teachers

execute despite lack of money or resources. Teachers applying shoestring science tap

into the local environment and develop their own materials from cheap recyclable

materials for science lessons. These teachers also make use of local experts and

industry, grow their own gardens and improvise where possible (Onwu, Botha, de Beer,

Dlamini & Mamiala, 2006). Some teachers have poor teaching styles and lack of

didactical skills (Horak & Fricke, 2004:17). Some teachers thus lack pedagogical

content knowledge (PCK). PCK embraces science content knowledge, pedagogical

knowledge and practical knowledge (Shulman, 1986).

1.2.1.6 Too few learners are studying maths and science In a survey done by the Shuttelworth Hip2B2-initiative, more than 60% of learners

participating indicated that mathematics and science are too difficult to understand and

entail too much work; therefore they do not choose these subjects (Fredericks, 2008).

This fact leads to skills shortages in the labour market such as engineering and

artisans. The reason is that mathematics and science are needed for admission to

technical and scientific courses (Fayo, 2007:7).

1.2.1.7 Science teachers struggle to implement the new curriculum “The new curriculum has been designed to bridge the gap between science for the

scientist and science for the citizens‟ everyday life” (Rollnick, 2007:13). According to

Rollnick all teachers in South Africa are challenged by large classes, language barriers,

5

personnel shortages and insufficient resources. Science teachers are even more

challenged by specific problems causing this gap to increase rather than decrease.

Some of the problems are the lack of academic knowledge, packaging of new content to

learners, designing inquiry-based learning opportunities and incorporating indigenous

knowledge (IK) into the science curriculum.

1.2.1.8 Funds are available but not utilized Funds allocated for skills training specifically to the Sector Education and Training

authorities were not spent effectively. According to previous Finance Minister Trevor

Manual, R3,7-billion was unspent (in Fayo, 2007:6). According to Muwange-Zake

(2004:11) a holistic approach is followed when spending allocated funds and science

does not receive the priority it should have.

1.2.2 Attempts to address the problem In order to address the problems mentioned above, the education authorities initiated

various solutions. Some of the solutions implemented are:

1.2.2.1 Bursaries for further studies The Education Department offered some science educators bursaries to further their

studies at a university of their choice with the aim of obtaining an Advanced Certificate

in Education (ACE), a degree or post graduate qualification. This was done to assist

science teachers with the implementation of the National Curriculum Statement (NCS)

(Gauteng Department of Education, 2008). Offering bursaries to teachers is a good

initiative to address the problem concerning content knowledge, but many teachers still

lack PCK.

1.2.2.2 Short courses or workshops Educators attend one day workshops or short courses lasting a few days in order to be

trained, mentored and coached in the new subject content and policies of the NCS.

These workshops or short courses are mostly offered by district facilitators (Gauteng

Department of Education, 2008). Hoban (2004) indicates that teachers do benefit from

6

workshops and short courses, but they should be supplemented by ongoing

professional development processes.

1.2.2.3 Dinaledi Schools In 2001 the first phase of the Dinaledi School project was launched. The Dinaledi

School project was a special initiative of the South African government to boost

mathematics and physical science education (South African Government Information,

2006). The project started off with 102 schools and currently 500 Dinaledi Schools are

operating country-wide. The objectives of the Dinaledi Schools are: (Gauteng

Department of Education, 2008)

Mathematics, mathematical literacy and science to be compulsory subjects from

2007 in all Dinaledi Schools

An initial amount of R2,5 million to be allocated for training of 671 maths and

science educators for these schools

A qualified and competent maths and science teacher to be placed in every

classroom of these schools

These school to receive adequate resources

The problem with the Dinaledi Schools is that they only cater for a selected few

learners, which makes them elitist. In January 2010 the Department of Basic Education

announced that despite this increased focus on maths and science, the 2009 matric

pass rates in these subjects have dropped, including the pass rates in the Dinaledi

Schools (Mahlong, 2010).

1.2.2.4 Recruiting foreigners Foreigners are recruited to teach mathematics and science (Govender, 2007:7). This

treats only the symptoms and not the origin of the problem.

1.2.2.5 Student bursaries More bursaries are made available for learners to study to become maths and science

teachers (Keating, 2007:9). This is good for the future but what about the existing

7

teachers who are under-qualified and frustrated? It may also attract students who do not

have a calling to teach and only use it to further their own education.

1.2.2.6 Luring back previous teachers Teachers who took voluntary severance packages and young South African teachers

living abroad are being invited back (Daniels, 2007:7). These teachers will also have to

be trained and supported to implement the NCS.

1.3 MOTIVATION FOR THIS STUDY According to the Provincial Secretary of the South African Democratic Teachers Union

(SADTU) a big move to employ foreign teachers is undesirable (in Keating, 2007). He

argues that sufficient teachers should rather be trained than imported. Foreign teachers

may also not be trained in OBE or the NCS as such, have a language problem or will

not always understand the different cultures in South Africa.

Teachers had to learn to cope with the outcomes-based approach, as well as new

content knowledge in a very short period of time and this causes stress, which many

teachers are not equipped to deal with (Lessing & de Witt, 2007:53). Foreign teachers

may also experience the same problems. Metcalfe states that mechanisms to support

teachers were implemented too slowly and is of the opinion that competent teachers

with self confidence can implement any curriculum (in Keating, 2007:9). Bernstein

(2005:1) states that the failure to improve maths and science education is an important

obstacle to advancement in South Africa.

This researcher believes that the needs and problems experienced by science teachers

should be addressed within their communities of practice. A community of practice

refers to the school environment in which the teachers operate, including the symbiosis

between teachers, learners and parents. Science teachers should be supported and

empowered to become competent and self confident educators in order to claim back

their important role in society as quoted by Lee Iacocca (2006):

8

”In a completely rational society, the best of us would aspire to be teachers and the rest

of us would have to settle for something less, because passing civilization along from

one generation to the next ought to be the highest honor and the highest responsibility

anyone could have”.

Teachers need to be assisted in their professional development to improve motivation,

skills and knowledge to meet the challenges mentioned above. This viewpoint is

supported by Shapiro and Last (in Fraser-Abder, 2002) who state that: ”In more recent

years, greater attention has been given to the contributions, needs and knowledge of

teachers themselves in considering professional development opportunities”. Lessing &

de Witt (2007:53) are of the opinion that the implementation of OBE will only be

effective if teachers realise the importance of continued professional development

(CPD) through which they can be equipped and retrained.

The problem with many development programmes offered to teachers is that workshops

and short learning programmes cover policy aspects and do not address the practical

needs and problems that teachers experience. Teachers require skills, knowledge and

hands-on ideas on how to handle difficult topics. This view was confirmed by

participants attending a conference on mathematics, science and technology education

(MSTE) (National Science and Technology Forum (NSTF), 2007). The participants

indicated that educators were discouraged by short workshops only focusing on policy.

They requested an evaluation and review of interventions and support programmes by

the GDE to address more than just policy issues.

The various Departments of Education have taken responsibility to assist teachers in

the implementation of OBE, but the changes have been so severe that it has been

impossible to address all the problems. Lessing and De Witt (2007:54) evaluated the

responses of the teachers attending some of the workshops and found that their

perceptions were very negative. They felt that they had not gained sufficient knowledge

and skills to address their problems. Similar results were obtained by a study done by

9

Swart, Engelbrecht, Eloff and Pettipher (2002:183). Both studies indicated a negative

attitude toward in-service training.

Kahle (1999:1) indicates that the starting point and central focus to reform maths and

science education should be professional development of teachers. Similarly, Kriek

(2005:168) mentions that the absence of a professional teaching community in schools

is a critical issue that needs to be addressed. In an interview with one of the science

educators in Kriek‟s research, a teacher commented:”they (the government) don‟t treat

us as professionals so people develop a negative attitude towards their work.....in our

area many teachers have resigned”. The same educator also expressed the need for

teachers to be counseled as many teachers are frustrated. Milner and Khoza

(2008:169) explain that teacher stress in South Africa is very high and little is done to

combat it either through counseling or employee assistance programmes.

When implementing effective CPD one should firstly be aware of and identify the

specific needs of teachers (Bredeson, 2003:9). Once the needs have been identified,

programmes or activities can be planned to assist teachers in addressing these needs

(Anderson, 2001).

Most of the innovations for the implementation of the NCS presented to teachers were

in the format of a linear top-down approach as described by Hoban (2002) in which the

needs and problems of the teachers were not taken into account.

Figure 1.1: A linear top-down approach of innovation implementation

Source: Hoban (2002:13)

The top-down approach starts with written material and workshops developed by the

policy makers. This material is then presented to teachers via memos or workshops

Innovation arrival

(Written material and workshops)

Teacher Use

Teacher Change

10

(innovation arrival). After receiving the necessary information it is assumed that the

teachers will use and apply the information (teacher use) and that teaching in the

classrooms will change. According to Hoban (2002) the top-down approach is a

simplistic view that assumes that teaching in a classroom can change if teachers attend

brief workshops, receive a new policy and curriculum with little back-up support. This

system does not take into consideration the complexity of teachers‟ identities, the

culture in schools, and the specific community of practice they operate in (Hoban,

2002), or sustained development of teachers‟ PCK. Van Dijk and Kattmann (2006:887)

explain that the implementation of a curriculum (institutional curriculum) focuses on

what should be taught and why, but very little or no attention is given to the classroom

curriculum. These two authors argue that developing the PCK of teachers, an

integration of institutional and classroom curriculum is possible. Workshops and written

material are not a bad idea, but should be linked with support within the communities of

practice in which the teachers operate. Collison (2000) has the opinion that professional

development delivers the best results and leads to teacher change when it focuses on

personal and professional growth through broadening of knowledge, skills and positive

attitudes. The NCS is well designed and the aims of the new policies are good.

However, this does not automatically ensure that the “teacher use” and “teacher

change” elements of the approach have been achieved and therefore that teaching has

improved.

Rogan (in Osaki, Hosea & Ottevanger, 2004) stresses the fact that poor implementation

of good ideas is never translated into classroom reality. Rogan and Grayson (2003)

developed a profile of implementation which requires that certain levels of

implementation have to be conceptualised during the implementation of a new

curriculum. Rogan and Grayson‟s model is a long-term, ongoing process and involves

the teachers and other members of the school (community of practice) taking into

account the context and culture of the school. Rogan (2007a:457) stresses the fact that

especially in developing countries like South Africa the best chance of implementing

innovation is by small, manageable steps determined at school level (thus within the

community of practice).

11

Much of the teacher development in the past, as well as intervention programmes to

introduce the new NCS, was conducted by means of workshops, short courses and

teaching materials based on a one-step linear approach for educational change. These

methods are a simplistic approach and lead to efforts of reform adopted as policy, but

not implemented in practice (Hoban, 2002). Hoban uses complexity theory to explain

teacher development and intervention programmes to bring about educational change.

He compares the context of educational change with a spider web, where different

frames (for example politics, culture, teachers, school leadership, and teachers‟

learning) are interconnected and therefore change in one frame affects all the other

frames. He suggests that a systems thinking approach be used to draw up a framework

called a professional learning system (PLS). Teachers undergoing professional

development are actively involved in the PLS and learn from within their communities of

practice.

According to Huberman (in Diaz-Maggioli, 2003) a teacher‟s career moves through a

series of phases and teachers have different needs as they progress through the

phases. Huberman describes five phases that teachers might move through: discovery

(exploration) and stabilization, commitment, survival and crisis, serenity and distancing,

and finally conservatism and regret. For the purpose of this study the survival phase is

important as this is the phase teachers will move through when a new curriculum is

implemented. During the survival phase teachers might experience feelings of

frustration and powerlessness due to the reality shock and stress experienced in

implementing the new curriculum. These feelings can change into positive ones like joy

and enthusiasm during the discovery phase if a professional identity is established.

This study focuses on observing science teachers in their unique community of practice.

Vygotsky‟s social constructivism theory (Vygotsky, 1978) is used as framework. This

theory emphasizes the collaborative nature of learning. It suggests that the learner (in

this case the teacher) must be actively involved in the learning process. Vygotsky

developed a concept called the zone of proximal development (ZPD) which is defined

as the “distance between the actual development level as determined by independent

12

problem solving and the level of potential development as determined through problem

solving under adult guidance or in collaboration with more capable peers (Vygotsky,

1978:86). This zone is seen as the gap between the actual development level and the

potential level a student can reach. The way this zone can be crossed is through

mediation by a more competent peer. Teachers have prior knowledge in their

community of practice which is important to apply in making sense of new situations. A

teacher gains knowledge as he or she develops by way of social interaction with peers.

Shabani, Khatib and Ebadi (2010) explain that a teacher‟s disposal to peer collaboration

can serve as a scaffold to affect the progression of ZPD in teachers.

Vygotsky defines the peer with more knowledge as the “more knowledgeable other,

MKO” (Vygotsky, 1978:86). The MKO in a community of practice might be a teacher

who represents a „keystone‟ species (master teacher). The role of a keystone species

as mediator is that of providing collaborative dialogue and scaffolding to assist other

teachers in their development (Dahms, Geonnotti, Passalacqua, Schilk, Setzel &

Zulkowksy, 2008). Motivation according to this theory is seen as both extrinsic and

intrinsic and teachers learn through team work and gain knowledge as they develop by

way of social interactions with peers (Dahms et al., 2008).

Rogan and Grayson (2003) build on the work of Vygotsky and state that curriculum

implementation strategies are effective when implemented within what they regard as

the “zone of feasible innovation (ZFI)”. A ZFI according to Rogan (2007a:441) “consists

of a collection of teaching strategies that go beyond current practice, but are feasible

given the existing resources are available to that teacher, or group of teachers, in the

school”. Rogan suggests that implementation of an innovation should occur in

manageable steps and innovation is most likely to take place when it proceeds just

ahead of existing practice. The skills and knowledge of teachers have to be considered

before implementing new concepts. In the specific community of practice researched in

this study, special attention is given to the developmental needs of the teachers. The

interventions by the Department of Education (DOE) and mediation by a keystone

13

species to help teachers in their professional development and moving through their

zones of feasible innovation are reviewed critically.

Maslow (1987) developed his hierarchy of needs model in the USA during 1940 – 1950.

According to Chapman (1995) this theory remains valid today for understanding human

motivation, management training, and personal development, as it helps employees to

reach their own potential. As the basic needs and problems experienced by science

teachers will be researched, Maslow‟s 1990 adopted hierarchy of needs model of eight

needs will be applied to see if teachers‟ basic needs are met in order to develop higher

capacities (in Chapman,1995 and Dickenson,1996). Maslow‟s (1987) original five-stage

model of biological and physiological needs, safety needs, belongings and love needs,

esteem needs and self-actualization needs was adapted in the 1970s to include

cognitive and aesthetic needs. In the 1990s the eighth need, namely transcendence

need, was added. Although Maslow‟s original model of five needs referred to cognitive

and aesthetic needs it did not include them as separate levels. This was done by

Richard Lowry based on Maslow‟s work (in Chapman, 1995). In his theory of basic

needs, Maslow suggests that the lower needs must be met before the higher capacities

can be realised. This can be used as a tool for teachers to discover their own strengths

and in the words of Dickenson (1996:2): “will make it possible to learn, work and create

successfully”. In a community of practice the eighth or transcendence need is very

important for the role of keystone species as this helps others to achieve self-

actualization. Chapman (1995) also notes that by implementing transcendence and

helping others, a person helps him- or herself improve and develop too.

The preceding information is used to provide background and motivation as to why the

researcher is concerned with and wants to focus on the problems experienced by

science teachers and how it is addressed in their professional development. The next

section states the specific research problems that are addressed.

14

1.4 PROBLEM STATEMENT AND RESEARCH QUESTIONS

This study researches the problems experienced by and needs of science teachers

(Natural-, Physical- and Life Sciences) in a selected school as it is the researcher‟s

belief that many development programmes offered to teachers do not address the

practical needs and problems that teachers experience. School of Hope (SOH) is

selected as sample school as it is representative of the current South African

educational system. (A profile of the school is given in paragraph 4.2)

The specific community of practice is described and the essence of teachers‟

experiences highlighted. This includes how teachers learn from each other as well as

the role of possible keystone species in this regard.

Addressing the needs and problems of teachers by means of in-service or support

programmes and keystone species, in their communities of practice, may result in a

decrease in the attrition rate and stress levels of teachers. It may also lead to an

increase in the motivation levels and content knowledge of teachers. The end result

could be that teachers feel more confident to try out new ideas and be more creative in

their teaching methods.

The specific research questions that guide this study, are:

1. What are the problems experienced by science teachers in the implementation

of the NCS?

1.1 What are the problems experienced and the needs of science teachers

(Natural-, Life- and Physical Sciences) in the implementation of the NCS?

1.2 What is the essence of the teachers‟ experiences in implementing the NCS?

2. How can the professional development of science teachers be facilitated within

their communities of practice in the implementation of the NCS?

2.1 What is the nature of the community of practice in the sample school and

what role does a keystone species play in this community of practice?

15

2.2 How does a science teacher perceive the influence of community of practice

on his/her professional development?

In order to focus clearer on the study a link is made between the research questions

and the purpose of the study. This is made using specific objectives that guides the

research throughout.

1.5 PURPOSE AND OBJECTIVES OF THE STUDY The purpose of this study is to investigate the specific problems that science teachers

experience with the implementation of the NCS in order to identify the needs that have

to be addressed. The research focuses on how these needs are addressed in

professional development programmes. This will include CPD done though communities

of practices, formal training programmes, informal learning and specifically the role of

keystone species in this community.

To achieve the purpose of this study the objectives (linked to the research questions

above) that guide the research include the identification of:

1.1

problems that science teachers experience in adhering to the requirements of the

NCS, pertaining to subject knowledge, didactic knowledge and management

issues

problems science teachers1 experience with practical work and scientific

investigations specifically in terms of group work performed by learners

problems science teachers experience with assessment tasks

1.2

problems science teachers experience with confidence, motivation, self esteem

and professional attitudes

the professional development growth needs of science teachers regarding

pedagogical content knowledge (PCK) associated with the specific topics

addressed in the NCS

16

2.1

the support science teachers experience in their ecologies of practice

the role keystone species play in this ecology of practice

2.2

the principles underlying continuous professional development

interventions done by the GDE, for example, short learning programmes and

workshops.

1.6 RESEARCH DESIGN The purpose of the research influences the type of research methods used (Henning,

van Rensburg & Smit 2004). A qualitative approach is used to identify the problems and

needs experienced by science teachers, finding out more about their lived experiences,

natural settings and feelings (Mouton, 2001 and Henning et al. 2004). This is a generic

qualitative study, with strong elements of phenomenology. The phenomenological flavor

is motivated by the researcher as she wants to capture the science teachers‟ lived

experiences of implementing the NCS as well as their feelings considering the

professional support they receive. The focus is on describing the essence of the lived

experiences of science teachers.

The study looks at communities of practice through a lens of cultural historical activity

theory (CHAT). The following three aspects are constantly be considered:

(i) How keystone species can assist colleagues in their professional

development in a specific context and taking cognizance of Rogan and

Grayson‟s (2003) ZFI.

(ii) Taking cognizance of the revised Maslow hierarchy (in Chapman) of human

needs theory which argues that a keystone species who comes to self

actualization will progress to the eighth level of self transcendence

(iii) Professional development will be viewed as a complex system as described

by Hoban (2002).

17

1.7 RESEARCH METHODOLOGY Data was gathered from five science teachers (Natural-, Life- and Physical Sciences),

two HOD‟s (Heads of Department), some grade 12 science learners and the principal

within a single school community. This research therefore contains elements of a case

study design. CHAT is chosen as framework, looking at the data from a Vygotskian

perspective and applying third generation cultural historical activity theory. This

framework is chosen to view the bigger picture of teacher development within the

specific ecology of practice. The teachers in the case study cannot be seen in isolation

because each of them comes from different cultural, social and school background.

CHAT is therefore appropriate since it looks at the teacher in a holistic fashion.

The data collection was used in conjunction with the literature to gain an in-depth

understanding of the needs and problems experienced by the science teachers in their

specific ecology of practice.

Data was captured by being involved in the school community in order to gain “in-depth

understanding of the situation” to obtain a better understanding of:

(i) the levels on which each science teacher can be placed in Maslow‟s needs

hierarchy

(ii) the level of curriculum implementation each science teacher has achieved,

on Rogan and Grayson‟s profile (2003)

(iii) who the keystone species are

(iv) how teachers learn form each other in their communities of practice

(v) the essence of the lived experiences of the science teachers in implementing

the NCS in the chosen school.

18

1.8 DATA COLLECTION Multiple data collection methods were used to acquire rich data, and to gain an in-depth

understanding of the lived experiences and problems of the science teachers. This will

then also strengthen the grounding of theory by triangulation of evidence (Huberman &

Miles, 2002). In selecting the school theoretical sampling was chosen. The selected

school is easy to access, willing to co-operate and representative of the current

problems experienced in science teaching in South Africa.

Individual interviews were used to determine what the participants think, know and feel.

Focus group interviews were used to establish the participants‟ views on the problems

experienced with the implementation of the NCS, their perspectives on how they

interact and learn in their community of practice and identify possible keystone species.

Personal open and structured interviews were used to gain an in-depth understanding

of the problems and needs experienced by individual teachers. Interviews were

electronically recorded.

Observations in the school and classrooms (staff room, science store rooms and

laboratories) were done and copious field notes taken. During classroom visits, an

instrument (Appendix F), developed using Rogan and Grayson‟s (2003) profile of

implementation, was used. Artifacts and documents, for example lesson plans, tests,

portfolios and official memoranda were studied and analysed.

The data analysis and interpretation are very important in the research process and can

be seen as the heart of building theory from case studies (Huberman & Miles, 2002). In

this study the following analysis procedures were followed:

i) The interviews transcribed,

ii) Open coding of the transcribed interviews,

iii) Codes categorised,

iv) Categories grouped into themes,

19

v) Axial coding applied to make connections between categories and codes,

vi) Other data collected interpreted

It is important to validate the data by continually checking, questioning and theorizing to

assure the quality (Henning et al. 2004). In planning the research, validity and reliability

were conceptualised by using the following procedures recommended by Huberman

and Miles (2002), Henning et al. (2004) and Merriam (1998):

(i) Descriptive validity

When engaging in fieldwork, recording was be done as accurately as possible, and in

the precise words of the participants (Huberman & Miles, 2002). In order to do this a

digital recorder was used during interviews.

(ii) Interpretative validity

Interpretative validity is especially important in interpretative research as done in this

case study, to comprehend phenomena not from the researcher‟s own perspective, but

from those of the participants (Huberman & Miles, 2002). When applying interpretative

validity, the words and actions of the teachers were interpreted in conjunction with the

community studied, taking into consideration their beliefs, intentions and values

(Huberman & Miles, 2002).

(iii) Theoretical validity

This was done by establishing where the application of a given theory to facts is

legitimate (Huberman & Miles, 2002).

(iv) Communication or member checks as validity

In order to apply this technique, the research participants were asked whether they

agreed with the researcher‟s findings (Henning et al., 2004).

20

(v) Triangulation

Triangulation was done by using different sources of data and collection methods to

confirm findings. In this study interview transcripts, observations, artefacts, records kept

of conversations, photo images gathered, were used for cross-checks.

(vii) Pragmatic consequences of knowledge claims

The findings must have the potential to be converted to social action (Henning, et al.,

2004). If the needs and problems of the science teachers in the case study can be

identified, they can be addressed in future professional development programmes with

the aim of empowering science teachers.

1.9 COMPLIANCE WITH ETHICAL STANDARDS Permission was obtained from the GDE by completing their research request from to

conduct research. (Appendices A & B). Permission was also obtained from the chosen

school‟s principal and governing body to conduct the research at the school (Appendix

C). A written and verbal explanation was provided to the participating teachers

describing the aim and purpose of the study as well as what would be required of them

should they choose to participate (Appendix D). The type of data collected from them

and how it would be used and analyzed was also explained to them.

Participation was voluntary and participants were able to withdraw at any stage. The

data collected and conclusions drawn were discussed throughout the study with the

participants as well as the school principal. All data and analyses were verified by the

participants. On completion of this study a final report will be sent to each participant as

well as the principal and governing body.

21

The participants were assured that their personal beliefs and statements would be

respected and not be shared with any members within the school community and that

they would stay anonymous through the use of pseudonyms in all aspects of the study.

Although the teachers involved may not directly benefit from the study the findings can

be used in future professional development programmes for science teachers, in order

to improve the standard of science teaching in the country.

1.10 OUTLINE OF THE CHAPTERS Chapter 1 provides a framework for the study as well as a bird‟s eye view of what will

be covered. It identifies the background to the research problem, focuses on the

motivation of the study and includes the problem statement and research questions as

well as the objectives of the research. The research design and data generating

methods are also briefly addressed.

Chapter 2 offers a detailed literature review of the research problem as well as a

conceptual framework in which the study fits.

Chapter 3 discusses the research methodology employed in the study and offers a

framework of the instruments used as well as the research design.

Chapter 4 contains the data collected, as well as the analysis and interpretation thereof.

Chapter 5 discusses the findings, trends and main problems identified in the study. A

conclusion is drawn and recommendations are made about the functioning of the

community of practice, of science teachers, in the school. The chapter also outlines how

the professional development programmes and in-service training offered to teachers

can be improved to address the needs of the science teachers and assist them with the

implementation of the NCS.

22

CHAPTER 2

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

2.1 INTRODUCTION This chapter contains a thorough literature study to establish the theoretical basis for

addressing the research questions and achieving the objectives of the study as

formulated in sections 1.4 and 1.5. The research objectives focus on investigating the

problems and needs that science teachers in the School of Hope (SOH) experience in

the implementation of new curricula such as the NCS.

A detailed investigation into the generic problems, as well as specific problems that

science teachers experience, is conducted. This may reveal problems that can be

related to the professional development of teachers when new policy is introduced.

Apart from problems experienced with the implementation of the NCS, teachers have

certain needs that have to be addressed. Failing to address these needs may result in

teachers being unmotivated and underperforming.

A preliminary literature review (as reported in the background of the study) revealed that

although research has been conducted to identify and address problems experienced

by science teachers, a contribution can be made to the body of knowledge by

investigating the problems and needs of science teachers within a social constructivism

framework. Such a framework involves, among others, the professional development of

teachers within a community of practice. It was established (in chapter 1) that the

current literature does not address the needs and professional development of science

teachers within a community of practice sufficiently, or at least not within the context of

the new NCS.

This chapter outlines the conceptual framework that guided the study, namely social

constructivism. The point of departure is Cultural Historical Theory (CHAT), adding the

lenses of Hoban (2002), Vygotsky (1978), Rogan and Grayson (2003), and Lasky

23

(2005) when viewing professional development. The needs of the science teachers will

also be viewed through the lens of Maslow‟s (1987) hierarchy of needs theory. This

chapter is thus structured as follows:

Science and science education as perceived by the researcher in this study

The problems experienced with the implementation of the curriculum - generic

and science specific problems

The CHAT model

The outcome – professional development viewed from the theoretical

perspectives of Hoban (2002), Vygotsky (1978) and Rogan and Grayson (2003)

The needs of science teachers as viewed by Maslow (1987)

The professional identity and agency of teachers (Lasky, 2005)

2.2 SCIENCE AND SCIENCE EDUCATION AS PERCEIVED IN THIS STUDY

Before exploring the problems of science teachers it is important to understand what is

meant by the term science. De Beer (2007:17) defines science as “a search to

understand the natural world and how it functions”. The authors mention that science

involves subject knowledge as well as methods to verify and test that knowledge.

Harlen (1995:1) explains that science consists of theoretical knowledge as well as

science activity. Duschi, Shouse and Schweingruber (2008:47) view science as “a set of

processes which involves logical reasoning about evidence, theory change, and

participation in the culture of scientific practices.” Hence science is more than just

subject knowledge (the so-called substantive nature of the discipline) that has to be

conveyed to learners. It also includes skills, values and practices (syntactical nature).

The term science refers to a whole range of different disciplines. This study focuses on

Physical Sciences, Natural Sciences and Life Sciences as subjects/learning areas

referred to in the NCS. This study views science teaching as a combination of a

theoretical and practical activity. The two approaches are not viewed as separate

entities, but as intertwined and inseparable.

24

This study focuses on the implementation of the NCS, which is the curriculum that was

in use during the time of the research. It must be noted that during July 2009 the

Minister of Basic Education, Angie Motshekga, appointed a task team consisting of a

panel of experts to investigate the nature, challenges and problems experienced in the

implementation of the NCS (Motshekga, 2009). This task team, known as the team for

the Review of the Implementation of the NCS, presented their report to the Minister in

September 2009. The report recommends that a five year plan be developed and

implemented to improve teaching and learning (Task Team Report, 2009). The

principles of OBE, with the focus on the investigative learner-centered approach as

such, does not change. The new policy to be implemented is known as the Curriculum

Assessment Policy Statements (CAPS) (Department of Education, 2010). Although this

study focuses on the NCS before July 2009, the results and recommendations are

applicable to any new curriculum or policy that has to be implemented at schools,

regardless whether they are outcomes-based or not.

The implementation of the NCS brought about many changes that teachers had to face.

The generic challenges and problems for teachers in all subject areas implementing the

NCS are discussed. Thereafter the focus is on specific problems that science teachers

experience with the implementation of the NCS.

2.3 GENERIC PROBLEMS EXPERIENCED IN SOUTH AFRICAN SCHOOLS WITH IMPLEMENTATION OF THE NCS

South African schools perform poorly when compared to those in both developed and

other developing countries. This is particularly evident in reading, mathematics and

science (Taylor, 2008b:2 and Motshekga, 2009). The present day problems

experienced in schools are discussed under the following headings:

Role of subject advisors

School leadership and management

Teachers and teaching practices

Outcomes Based Education(OBE) principles

25

2.3.1 Role of subject advisors Currently subject advisors act as intermediaries between curriculum policy and

implementation of the policy in the classroom. The problem is that the role of subject

advisors is not properly clarified and differs from province to province. Teachers

experience the primary role of the subject advisor as demanding unnecessary

administrative tasks that increase their workload. Teachers also feel that very few

subject advisors give quality subject and teaching support to teachers. Many subject

advisors do not have sufficient knowledge and skills to offer teachers the necessary

support required (Task Team Reprot, 2009).

2.3.2 School leadership and management Leadership and management are two processes which complement each other and are

both necessary for the effective running of a school. Grant and Singh (2009:1) view

leadership as a process that brings about movement and change in an organisation,

while management is the process that is concerned with establishment of stability and

the preservation and maintenance of an organization. Effective leadership and

management create conditions under which teachers can work effectively (Taylor,

2008b:6). Christie, Butler and Pottersson (2007) found that disadvantaged schools that

performed well were associated with good leadership styles. With the implementation of

a new democracy, as well as the implementation of the NCS, a new concept of school

leadership has been defined. Leadership was supposed to change from an autocratic

and hierarchical manner to a more distributed leadership where functions are shared by

school managers and teachers (Taylor, 2008b:5 and Grant & Singh, 2009:1). A problem

that emerged in many South African schools is that school principals and teachers have

not “transcended the dependency culture fostered by successive authoritarian regimes

over the last three centuries” (Taylor, 2008b:7). Some school principals and teachers

fail to take responsibility and control over schools and blame failures on forces outside

their control. According to Taylor (2008b:7) two leadership issues that contributed to

current problems in schools in South Africa according are:

Time management and institutional culture

Managing curriculum delivery

26

These two issues are broadly elaborated upon below.

2.3.2.1 Time management and institutional culture According to Taylor (2008b) research done in schools in South Africa showed that many

principals failed to exert a tight time-management regime in their schools, teacher

absenteeism is high and teachers tend to come late or return late to the classroom after

breaks. In addition, a substantial amount of administrative work is required from

teachers during school time, including completing forms, assessment documents and

planning, with the result that valuable teaching time is forfeited. Taylor (2008b:7) states

that many South African teachers spend less than half their time teaching.

2.3.2.2 Managing curriculum delivery Carnoy, Elmore and Siskin (2003) use the term “internal accountability system” for the

process by which a school can achieve effective curriculum delivery. This term includes:

school improvement strategies, incentive structures for teachers, professional

development of teachers by schools, allocating school resources towards instruction

and buffering non-instructional issues from teachers. Christie et al., (2007) found that

successful schools have strong internal accountability systems. Taylor (2008b) noted

that only 56% of Grade 6 mathematics and language teachers in South Africa had a

copy of the NCS and were monitored by school managers. According to Taylor (2008b)

it seems as if curriculum delivery is not managed effectively in many schools.

2.3.3 Problems associated with teachers and teaching

The implications of curriculum change for teachers are enormous. Firstly, teachers have

to understand why curriculum changes had to be made and then they have to

understand the core principles underpinning the new curriculum. Even if teachers do not

support or understand the changes in the curriculum, as government officials they are

compelled to implement the changes. The second challenge for teachers is that they

have to revise their teaching plans and practices for the following year without the

opportunity to practice beforehand. These challenges lead to teachers experiencing

27

stress and sometimes even resisting the change in curriculum (Rault-Smith: 2008:1 –

2).

Taylor (2008b) and Metcalfe (in Keating, 2007) state that the quality of an education

system is much dependent on the quality of its teachers. This is especially relevant to

the many children who receive little or no support for schoolwork from their home

environment. Taylor (2008b) identified the following problems concerning teachers and

teaching:

Teacher knowledge

Teaching practices

Pacing and coverage

Reading and textbooks

Writing in the classroom

Teacher responsibility and motivation

Teacher stress

These issues will now be discussed in detail.

2.3.3.1 Teacher knowledge In a study done by the Integrated Education Project (IEP) in 1000 schools across 4

provinces in South Africa it was found that teachers exhibit very low levels of subject

knowledge (Taylor, 2008b). The teachers in this study also undertook very little studying

from textbooks at their disposal. Stols, Olivier, and Grayson, (2007) tested a group of

secondary school teachers involved in a distance education course. The mean score for

a test consisting of Grade 12 exam-type questions was 32,4%. According to Taylor

(2008b:12) this means that many South African High School teachers would fail the

Grade 12 exam. Many teachers in South Africa seem to have a fear of abstract

concepts which is the essence of powerful knowledge (Taylor 2008a:2).

Teachers feel that they do not have the necessary knowledge and skills to introduce the

new curriculum (Gouws & Dicker, 2007:243). This might be a result of generic and

28

superficial teacher development programmes, a shortage of qualified subject advisors

and the role of the subject advisors being seen as more administrative than in-class

support (Task Team Report, 2009).

2.3.3.2 Teaching practices According to Taylor (2008b:15) “the poorest South African children are capable of

reaching at least acceptable, if not good levels of literacy, provided their teachers can

be shown how to teach effectively”. Many teachers were confused with which teaching

styles to use with the implementation of OBE as the focus of OBE was on the facilitation

process and student-centered pedagogical styles. Horak & Fricke (2004:17) report that

teachers have poor teaching styles and need help with methodology, teaching

techniques and practical solutions.

In a descriptive study done by Malcolm, Keane M, Hoohle, Kgaka and Ovens (2000) on

effective poor schools in South Africa, it was found that two teacher-related factors

contributed to the success of these schools: competent use of good teaching methods

and strong subject knowledge. Christie et al. (2007) also observed the same kind of

evidence in their case study of 18 schools where the successful schools used

conventional teaching methods with much “chalk and talk”. It seems as if a more

balanced teaching approach between the old conventional teacher-centered and the

more modern student-centered approach should be found.

2.3.3.3 Pacing and coverage

Taylor and Reeves (in Taylor 2008b) mention that South African teachers progress very

slowly through the curriculum, leading to low levels of curriculum coverage. In a study

involving 1200 South African mathematics and science teachers the results showed that

teachers omitted certain sections of the syllabus which they did not understand (Kriek &

Grayson, 2009:187).

29

2.3.3.4 Reading and textbooks The task team appointed by the Minister of Education (Task Team Report, 2009) found

that the overwhelming majority of teachers in South Africa do not use textbooks to

prepare lessons or in their classes. The problem is not always that textbooks are not

available for the learners; the problem is that since the introduction of the NCS teachers

got the idea that textbooks were suspect and were not to be utilized. Taylor (2008a)

mentions the fact that textbooks contain a comprehensive study programme for the

year, they lay out the curriculum systematically with definitions, symbols and worked out

examples and graded exercises. He found that teachers not using textbooks rather

provide the learners with worksheets or short written exercises on the board. If the

teachers used the textbooks, it would assist them in covering the curriculum. Another

problem with the neglect of textbooks is that learners do not get enough homework

exercises to do and they do not have access to the whole curriculum to which they can

refer to throughout the year.

2.3.3.5 Low volumes of writing in the classroom Writing is essential in developing literacy. Children develop their cognitive processing

skills as they express themselves in writing. Very little writing is done by learners in

South African schools. In research done by Taylor and Moyana (in Taylor 2008b:19) it

was found that very little writing was done in both language and mathematics classes.

According to these authors students complete only between 10 and 20 A4 pages of

writing over a school year. The study of any subject is about learning a specialized form

of literacy. This type of literacy is obtained by performing a range of reading, writing and

talking activities (Taylor 2008a:5).

2.3.3.6 Teacher responsibility and motivation. Teacher motivation is very low due to teacher overload, confusion and stress (Task

Team Report, 2009). Teachers and principals blame their situation on external forces

such as lack of resources and lack of support from the DOE. Teachers undertake very

little or no studying to improve their subject knowledge and exhibit passive dependency

culture (Kriek, 2005 and Taylor 2008b:12, 24).

30

2.3.3.7 Teacher stress Milner and Khoza (2008:169) found that school teaching in South Africa is a highly

stressful profession. Some of the causes for stress mentioned in this study were

excessive paperwork, poorly motivated colleagues, inadequate salary and lack of

recognition for work. This is supported by the Report of the Task Team (2009).

2.3.4 OBE principles obscure the access to knowledge Taylor (2008a:1) states that in many classrooms OBE guiding principles distract

teachers and learners and hinder their access to powerful knowledge. The OBE

principles he mentions are the critical and developmental outcomes, contextualization,

indigenous knowledge and human rights. These principles were meant to make the

curriculum more relevant to learners but are overshadowing the actual knowledge.

2.4 SPECIFIC PROBLEMS EXPERIENCED IN SCIENCE TEACHING IN SOUTH AFRICA

Although teachers in all learning areas in South Africa experience the generic problems

discussed above, there are specific problems that science teachers experience as a

result of the implementation of the NCS. These problems include:

Lack of laboratory skills and science equipment

Content knowledge of science teachers

PCK of science teachers

2.4.1 Lack of laboratory skills and science equipment Two of the learning outcomes for science expect learners to solve scientific problems

and to carry out scientific investigations. Practical work is thus very important in the new

curriculum. According to Rollick (2007:2) two problems that science teachers in South

Africa are confronted with are lack of equipment and learning how to handle the

equipment. Muwanga-Zake (2004:3) explains that teachers often claim that lack of

equipment and laboratories prevent them from doing experiments or scientific

31

demonstrations. In his research Muwanga-Zake realized that many teachers had the

equipment available but did not use it. In some laboratories equipment was found in

unopened boxes gathering dust. In some schools the chemicals were kept locked in the

principal‟s offices for departmental officials to see. In his study Muwanga-Zake (2004)

found that teachers were afraid that they would damage the equipment. He also found

that teachers did not use the equipment because they feared that their attempted

experiments would not work in class and this would embarrass them in front of their

learners. Many science teachers have a lack of knowledge of chemicals and could not

even identify the chemicals for a basic demonstration. Teachers do not read instructions

when attempting to assemble new science equipment. Muwange-Zake (2004:3) has the

opinion that the main reason for not utilizing the equipment is that science teachers are

deficient in practical skills and do not understand the science concepts they are

supposed to teach. Due to lack of understanding of fundamental concepts many

teachers struggle to apply shoestring science when laboratory equipment is not

available. The main reason teachers raised for not doing practical work in science was

that they were never taught how to do the practicals themselves, although they did learn

about the theory of practicals at school or during their training (Muwange-Zake, 2004)

The attitude and motivation of science teachers also influence how practical work is

performed. Hattingh, Aldous and Rogan (2007:84) found that some teachers find ways

to do practical work despite the lack of physical resources, while unmotivated teachers

avoid practical work even if they have ample apparatus.

2.4.2 The content knowledge of science teachers Learning outcome two states that learners have to be able to construct and apply

scientific knowledge. When discussing the content knowledge of science teachers the

following problems exist:

Lack of content knowledge

Expertise assumed in four different areas

New topics introduced

Knowledge must be comprehensive

32

2.4.2.1 The lack of content knowledge Many science teachers have a lack of understanding of fundamental concepts in the

sciences as indicated by research done by Horak and Fricke (2004:17). Kriek (2005)

found a discrepancy between the confidence teachers had in their content knowledge

and what they actually knew. Misconceptions are then transferred to learners. Taylor

and Vinjevold (1999:139) found that: “teachers‟ poor grasp of the knowledge structure of

mathematics, science and geography acts as a major inhibitor to teaching and learning.”

Feedback from a discussion group at a workshop on Mathematics, Science, Technology

and Engineering (MSTE) Education (NSTF workshop on MSTE, 2007: 5) stated that

teachers lack content knowledge and they reiterated that teachers‟ content knowledge

is vital to teaching.

2.4.2.2 Expertise expected in four different areas Due to the fact that four learning areas are mentioned in the NCS Natural Sciences

curriculum, i.e. “Life and Living”, “Matter and Materials”, “Energy and Change”, and

“Planet Earth and Beyond”, it is expected of a science teacher in grade 8 and 9 to be an

expert in four different subjects, namely Physics, Chemistry, Biology and Earth Science.

Rollnick (2007:2) mentions that no university graduate has a background of all of these

areas. To a lesser extent this also applies to Life Sciences and Physical Sciences. In

Life Sciences there are also four diverse strands of learning areas and in Physical

Sciences specialized knowledge is expected in both Physics and Chemistry.

2.4.2.3 New topics introduced The NCS introduced new topics in the Further Education and Training (FET) phase, for

example “Genetics”, “Evolution”, “Electronics” and “Moments”. According to Rollnick

(2007) many senior teachers currently have the equivalent of one year university study

in their main discipline and the new topics were not included in their initial training. The

Task Team Report (2009) mentions that the support for teachers was superficial and did

not address subject-specific material. Research done by De Beer and Ramnarain

33

(2010) for the Gauteng Department of Education has highlighted some of the new topics

in the curriculum that are perceived as problematic by teachers, as shown in table 2.1:

Table 2.1: Problematic areas highlighted by De Beer and Ramnarain.

Problematic themes (Physical Sciences)

Problematic themes (Life Sciences)

Shock waves & sonic boom Molecular biology

Wheatstone bridge Biotechnology

Electronics Evolution & natural selection

Mining & mineral processing Theories of mass extinction

SASOL

Source: De Beer and Ramnarain, 2010

2.4.2.4 Knowledge must be comprehensive In a comparison of the NCS for Physical Sciences and the old Interim Syllabus (IS) for

Physical Sciences used in 1995, Green and Naidoo (2006) found that the IS had an

absolute view of knowledge and favoured academic science knowledge, instructional

discourse and foundational and practical-cognitive competences. Socio-affective and

socio-political goals were not included in the IS. In the NCS on the other hand there was

a shift from purely academic approach to a hybrid ideology that included academic,

economic, utilitarian and social use of science, and a stronger focus on the Nature of

Science (NOS). The NCS document was found to be a more comprehensive and

complex document than the IS. The NCS includes indigenous knowledge systems

(IKS). Indigenous knowledge (IK) includes knowledge and skills unique to a particular

indigenous culture and involves wisdom that has been developed and passed on over

generations (Kibirige & van Rooyen, 2007:236).This shift to greater complexity leads to

correspondingly higher expectations concerning a deeper content knowledge for

teachers and learners.

34

2.4.3 PCK of science teachers

Over and above in-depth content knowledge, a science teacher should have generic

teaching knowledge of pedagogic approaches. This should include knowledge of

misconceptions that learners might encounter on specific topics and an understanding

about which pedagogical methods are suitable for which topics. This integrated subject

knowledge and pedagogical knowledge is known as pedagogical content knowledge or

PCK (Shulman, 1986). PCK is discussed in more detail in paragraph 2.6.1.

Research done by Horak and Fricke (2004), Taylor and Vinjevold (1999) and Kriek and

Grayson (2009) indicates that many science teachers in South Africa lack PCK. Science

teachers themselves realize that they need more information on how to apply teaching

methodology to science content (NSTF workshop on MSTE, 2007).

2.5 PROBLEMS WITH PROFESSIONAL DEVELOPMENT OF TEACHERS DURING NCS IMPLEMENTATION

According to Rault-Smith (2003) and Rogan and Grayson (2003) training of teachers for

the implementation of the NCS initially started via the cascade method. This training

started with workshops that introduced the principles underlying the NCS, the content of

the learning outcomes and how to develop learning programmes according to a

teacher‟s guide. It seems as if the education authorities believed that classroom practice

would change by teachers receiving a new policy and attending short workshops. This

method proved to be ineffective as the Report of the Task Team (2009) appointed by

the Minister of Education mentions that teacher training was superficial and did not

address the needs of the teachers. Lessing and de Witt (2007) explain that teachers

had to cope with implementing new policy and content knowledge in a very short time,

and many teachers could simply not cope with it. In 2003 the Education Department

decided to expand continuing professional development and support at the school level

(Rault-Smith, 2003). Workshops conveyed information, knowledge and policy

perspectives to teachers. The rest of the process had to be handled by school

development teams. School principals and school management teams attended training

35

courses to this end, while subject advisors and district staff had to act as intermediaries

between curriculum policy and implementation in the classroom (Task Team Report,

2009).

The workshops did not really prepare teachers for the classroom, but it was the job of

the school support team to guide teachers and help them to work out lesson plans and

assessment tasks. Schools were also instructed to form cluster groups (or „clusters‟) to

support the professional development programmes. The vision was that clusters would

develop a sharing communal environment that would make the new curriculum work.

(Rault-Smith, 2003). Unfortunately, clusters were used to moderate and discuss

assessment tasks and not to develop programmes as planned. The role of the subject

advisor in many cases changed to that of a technicist demanding unnecessary

administrative tasks and many did not have sufficient knowledge and skills to offer

teachers the support they require (Task Team Report, 2009). The implementation of the

NCS was done with a “one size fits all‟ approach; it was generic and superficial. The

professional development applied during the implementation phase of the NCS did not

provide the needed support to teachers and manifested in teacher overload, confusion

and stress. The consequence was learner underperformance in international and local

assessments (Task Team Report, 2009).

When considering the above-mentioned problems, it is obvious that teachers are the

main role-players when implementing a new curriculum or policy. A “one size fits all”

approach to implementation is not the answer. It is important to determine the needs of

science teachers when planning professional development programmes with the

implementation of the NCS or any new policy plans. Kriek (2005) devised a professional

development model for science teachers in South Africa known as the Holistic

Professional Development (HPD) model. This model addresses teachers‟ content

knowledge, teaching approaches and professional attitudes. The HPD model is

currently used by science teachers enrolled at a distance education institution in South

Africa (Kriek & Grayson, 2009). The HPD programme runs for a year and includes face-

to-face workshops, assignments and reflective journals. The assignments include Grade

36

12 examination type questions, detailed solutions on how to explain the content

knowledge to the learners as well as the description of an experiment related to the

content knowledge. Although the HPD programme is a step in the right direction, it does

not address teachers‟ day to day problems, individual strengths and weaknesses or the

context of the school.

Horak and Fricke (2004) were involved with a teacher mentorship programme (TMP) in

the Greater Pretoria (Tshwane) area. Experienced science and mathematics teachers

visited six schools twice a week and gave assistance to teachers during school time.

Problems with this type of programme are that they are very costly and that there is

already a shortage of experienced science teachers. Another problem is that the

science teachers of the targeted school may also feel intimidated.

Rogan and Grayson (2003) developed a theory of curriculum implementation that takes

the diversity of schools, the wide range of skills and knowledge of teachers, as well as

the context of the school into consideration. Rogan and Grayson‟s theory is based on

three constructs or legs: Profile of implementation, capacity to support innovation and

support from outside agencies. This theory for professional development takes the

learning community as starting point.

None of the models or theories takes the specific needs, motivation and personal

growth of the science teachers within their school communities into consideration. This

study attempts to fill this gap. It is important to note that George, Louw and Badenhorst

(2008) as well as Cordeur (in Malan, 2008) refer to the low morale and lack of

motivation of teachers in South Africa. The motivation and personal growth of teachers

should thus be addressed in a professional development programme.

2.6 THEORETICAL AND CONCEPTUAL FRAMEWORK A researcher does not start his or her research as a blank book or totally objectively. A

researcher brings his or her own set of beliefs, assumptions, concepts and values of

37

how he/she views the world with him or her and this stance to reality or philosophical

assumption is the theoretical framework or paradigm that guides the researcher‟s

actions (Creswell, 2007:15).The theoretical framework of the researcher is shaped by

his or her discipline area as well as the views and beliefs of his or her supervisors and

lecturers in the faculty.

Constructivism holds the view that meaning and knowledge is a human construction,

while social constructivism as such contends that knowledge is actively created by

social relationships and interactions (Roth & Lee, 2007). This study adopts social

constructivism as the theoretical framework.

Having set social constructivism as broad theoretical framework for this study, the next

step is to narrow it down to a conceptual framework. The conceptual framework aligns

the key concepts of a study and includes all concepts and theories that the researcher

adheres to in the research process (Henning et al., 2004:26). The conceptual

framework in this study is viewed as the global positioning system (GPS) for the

research path followed and all other aspects will be viewed through this lens. The main

operating system driving the GPS as conceptual framework for this study is the third

generation CHAT. CHAT is seen as a model for change that has the potential “to drive

innovation in practice” (Meyers, 2007:13). The different maps used on the GPS for the

journey includes Vygotsky‟s zone of proximal development (ZPD)(1978), Rogan and

Grayson‟s (2003) ZFI, Maslow‟s hierarchy of human needs (1987) and Hoban‟s (2002)

view of professional development as a complex system. The school community is seen

as a community of practice.

Activity Theory (AT) was initiated by Russian psychologists during the 1920s and 1930s

as opposition to psychoanalysis and behaviorism. Lev Vygosky (1978) placed emphasis

on the social dimensions of learning. Vygotsky believed that learning takes place during

social and cultural interactions between children and knowledgeable adults. In

conjunction with Luria and Leont‟ev (in Lenont‟ev, 1981) Vygotsky formulated a new

theory or concept that was further developed by colleagues like Leont‟ev (1981) and

38

Engeström (1987), known today as the first generation activity theory (Roth & Lee, 2007

and Hardman, 2008). According to this theory a human being will never react directly to

his environment, but his or her actions are always mediated by an artifact (cultural

means, tools and signs). Social interaction acts as the basis of cognition formation. This

artifact-mediated and object-orientated human action can be visualized as a triangle

demonstrated in figure 2.1:

Figure 2.1: First generation activity theory

Source: Adapted from Vygotsky, 1978:40

The subject in figure 2.1 can be an individual or a group. The subject uses mediating

tools, for example language, in order to act on the object of activity. An important

concept that Vygotsky included in the mediation is that the learner can accomplish more

with guided assistance (mediation or scaffolding) than on his/her own.

The first generation activity theory hinted at social activity but did not include mediation

by other human beings. Leont‟ev (1981) expanded on the idea of mediation and

included the concept of collective activity as well as individual action from which the

second generation of activity theory evolved. This theory also linked on to the concept

of division of labour (who does what, when and how). The division of labour is seen as a

fundamental historical process assisting in the development of cognitive functions. The

Mediating artifact (Tools like Language, music etc)

Object (Outcome)

Subject (Human agent)

39

two levels depicted in figure 2.1 was now expanded to a three level model of activity.

Figure 2.2 explains Leont‟ev‟s (1981) second generation activity theory:

Figure 2.2: Second generation Activity Theory

Source: Hardman, 2008:70

The top level of collective activity still includes the tools of mediation and it is driven by

an object-related motive. The middle level includes the subject (individual) which is

driven by a conscious goal or outcome, while the bottom level is driven by the

conditions and tools at hand and explain automatic operations. Leont‟ev‟s model

explains how individual actions work in conjunction with social activities.

However, Leont‟ev‟s (1981) model does not explain how individual actions are

transferred into collective objects within a community (Hardman, 2008). During the

1980s Cole (1988) pointed out that the second generation activity theory was insensitive

towards cultural diversity and through their efforts the third generation of activity theory

was developed with the help of Engeström. Engeström (1987) built on both Vygotsky

and Leont‟ev‟s models and generated the third generation activity theory. Figure 2.3

illustrates the activity system as the basic unit of analysis (Engeström, 1987:78):

Action

Operation

Activity Object/Motive

Goal

Conditions

40

Figure 2.3: Third generation activity theory

Source: Engeström, 1987:78

Activity theory corresponds with social constructivism as it also links cognition and

behavior to social interaction (Russel, 1997). An activity system is used as the basic unit

to research human interaction and behaviour. The activity system is usually a group of

people, be it a family, an organization, people working together, a school, a classroom,

etc. People in the activity system are continuously shaping each other while they

interact socially with each other (Roth & Lee, 2007). The two-way arrows indicate the

dynamic nature of the nodes of the triangle. The individual action mediated by tools is

represented at the top part of the triangle. The individual action is embedded within the

social realm at the bottom part of the triangle. The power relations, rules and division of

labour all impact on the subject‟s actions (Hardman, 2008).

The third generation CHAT is chosen as conceptual framework in this study to view the

bigger picture of teacher development within this specific community of practice (SOH).

The science teachers in the case study cannot be seen in isolation and each of them

comes from different cultural, social and school backgrounds. CHAT is therefore

appropriate since it looks at the teacher in a holistic fashion.

TOOLS

SUBJECT

RULES

COMMUNITY

DIVISION OF LABOUR

OBJECT

OUTCOME

41

The activity system within the school community is discussed in more detail in

paragraph 2.6.4. For the purpose of this study the different entities in figure 2.3 have the

following meaning:

Tools are viewed as the resources available for the teacher (Hardman, 2008). In this

research it includes the NCS prescribed outcomes in Physical-, Life- and Natural

Sciences curricula, policy documents, workshops, text books and cluster meetings. It

also includes instructional media and scientific apparatus mobilized by the teacher.

Language is also an important tool, and in this study I distinguish between two

languages - English as the medium of instruction (which is to most of the learners and

teachers a second or third language), and science as a „foreign language‟ (dealing with

terminology unknown to learners).

The subject is the Physical, Life- or Natural Sciences teacher. The teacher‟s view on

learning as well as his/her level of motivation will impact on how the available tools are

utilized (Hardman, 2008).

The object of an activity system represents the problem at which the activity is directed

at (Hardman, 2008). In this study the object is the professional development of the

science teacher, taking cognizance of Vygotsky (1978) and Rogan and Grayson(2003),

in order to become the teacher envisaged by the NCS as well as a self-actualized

person as envisaged by Maslow (1987). Once the science teachers are self-actualized

they will be able to find a new secure “footing” and “voice” or professional identity

(Henning, Gravett & Petersen, n.d.).

Rules refer to norms, conventions and social interactions of the school which drive the

subjects‟ actions. Rules in this study refer to the guidelines of the NCS, classroom rules

and also the rules of the school and the Education Department in which they operate.

42

The community refers to that in which the teacher participates in acting on the shared

object (Hardman, 2008). Within such a community there are responsibilities, tasks and

power struggles (stressors) (Cole & Engeström, 1993). Community in this study refers

to the school community (or community of practice) in which the teacher works, and the

symbiosis between teachers, school management (e.g. the principal), learners, parents,

the DOE and other institutions.

Division of labour refers to responsibilities, tasks and power relations within the school

as well as in the school district. In the context of this study division of labour refers to

the three roles of the teachers who participated in this study: firstly their role as learners,

developing new skills and gaining new knowledge during their professional

development. Secondly we look at the teacher‟s role as facilitator and how he or she

facilitates learning in the classroom. The third role refers to other tasks and

responsibilities within the school community as well as the cluster.

The outcome refers to the successful implementation of the NCS by a self actualized

and confident teacher who has found his/her footing and professional identity.

It is important to note that the science teachers in this study are involved in two activity

systems. In the one system they are part of a school community or a community of

practice, as illustrated in figure 2.4. In the second activity system, they are part of the

cluster of science teachers in their school district and as such they are part of an

ecology of practice consisting of various communities of practice (Petersen, 2010:58).

43

Figure 2.4: Relationship between communities of practice and ecologies of practice

:

Source: Petersen, 2010:58

The small activity systems represent the different schools or communities of practice

and the arrows show the interaction and secondary tensions between the schools. The

big triangle represents the ecology of practice as the second activity system. The

subject is still science teachers, the object is the professional development of the

teacher and the outcome is the successful implementation of the NCS.

Each of the three levels indicated in figure 2.3 are now discussed in more detail.

School C

School E School D

SUBJECT OBJECT OUTCOME

School A

School B School C

44

2.6.1 The TOOLS of mediation

Figure 2.5: Tools of mediation


The tools include the NCS, policy documents, workshops, textbooks, cluster meetings

and language (both English as medium of instruction, and the terminology of science -

the so-called substantive nature of science). The most significant tool in the context of

this study is the National Curriculum Statement (NCS) as well as outcomes-based

education.

2.6.1.1 The National Curriculum Statement (NCS) as tool At the time of the study the NCS was the official policy used in schools. As mentioned in

the paragraph 2.2, some parts of the policy were adjusted during the end of 2009. The

NCS was introduced to achieve the aims for transformation in a post-apartheid system.

It was intended to heal the imparities of the past, improve quality of life of all citizens

and build a united democratic South Africa. The NCS builds its learning outcomes (LOs)

on the critical and developmental outcomes that were inspired by the Constitution of the

country (Department of Education, 2002).

TOOLS

SUBJECT

RULES

COMMUNITY

DIVISION OF LABOUR

OBJECT

OUTCOME

45

The critical outcomes require learners to be able to (Department of Education, 2002:1)

identify and solve problems and make decisions using critical and creative

thinking;

work effectively with others as member of a team, group, organization and

community;

organize and manage themselves and their activities responsibly and effectively;

collect, analyze, organize and critically evaluate information;

communicate effectively using visual, symbolic and/or language skills in various

modes;

use science and technology effectively and critically showing responsibility

towards the environment and the health of others and

demonstrate an understanding of the word as a set of related systems by

recognizing that problem solving contexts do not exist in isolation

The developmental outcomes require that learners should be able to:

reflect on and explore a variety of strategies to learn more effectively;

participate as responsible citizens in the life of local, national and global

communities;

be culturally and aesthetically sensitive across a range of social contexts;

explore education and career opportunities; and

develop entrepreneurial opportunities.

The NCS consists of different learning areas (Senior Phase) and subjects (FET) of

which Physical Sciences, Life Sciences and Natural Sciences are also part. Each

learning area has certain learning outcomes which learners of that learning area are

supposed to achieve. (Department of Education, 2002:17)

46

A learning outcome (LO) is a description of what (knowledge, skills and values)

learners should know, demonstrate and be able to do. An assessment standard 1(AS)

describes the minimum level of depth and breadth of what is to be learnt (Department of

Education, 2002:7).The NCS adopted an inclusive approach by specifying minimum

requirements for all learners.

The NCS was implemented in schools by means of learning programmes. Learning programmes are structured and systematic arrangements of activities that aim to

produce the attainment of learning outcomes and assessment standard for the specific

phase. Learning programmes also contain work schedules that provide the pace and

sequencing of these activities as well as exemplars of lesson plans to be implemented

in any given period.

The Physical- Life- and Natural Sciences learning areas all have the same three

learning outcomes (Department of Education, 2003b:10 - 13). Scientific inquiry (investigation) and problem-solving skills (LO 1)

These skills will allow learners to solve problems, think critically, make decisions, find

answers and satisfy their curiosity. They are seen as the focus of science learning and

assessment activities in the classroom. Physical- Life and Natural Sciences focus on

exploring and investigation skills. These skills are best developed within the context of

an expanding framework of knowledge and involve the use of experimental and data-

handling skills. Experimental skills include following instructions, making observations,

measuring trends and recording information. Data-handling skills involve identifying,

selecting, organizing, presenting, translating, and manipulating data as well as making

inferences, deductions and conclusions from the data gathered. Learners present

reasons for explanations of phenomena and identify relationships between experimental

processes and results obtained. They make predictions and hypotheses regarding

phenomena in order to solve bigger problems. 1 This study was done prior to the implementation of the new CAPS document, and focusing on teachers‟ problems in implementing the NCS.

47

Construction and application of science knowledge (LO 2) Scientific, technological and environmental knowledge is constructed (interpreted) and

applied within the prescribed knowledge areas. Learners should be able to recall

meaningful information when needed and categorize information to reduce complexity

and look for patterns. The knowledge areas for each of the Sciences are as follows:

Natural sciences:

Life and living

Energy and change

Planet Earth and beyond

Matter and materials

Physical sciences:

Matter and materials

Chemical systems

Chemical change

Mechanics

Waves, sound and light

Electricity and magnetism

Life sciences:

Tissues and molecular studies

Structure and control of processes in life systems

Environmental studies

Diversity, change and continuity

Understanding the interrelationship of science technology, the environment (LO 3) Learners must develop an understanding of the relationships between sciences,

technology, the environment and society. This understanding and the appropriate

attitudes and values that are developed contribute to learners becoming informed and

responsible citizens in their community and in South African society. It is important,

therefore, for learners to understand:

48

The scientific enterprise and, in particular, how scientific knowledge develops;

That scientific knowledge is in principle tentative and subject to change as new

evidence becomes available;

That knowledge that is contested and accepted often depends on social,

religious and political factors;

That other science understandings, such as African indigenous knowledge

systems, should also be considered;

That the explanations and limitations of scientific models and different theories

need to be evaluated;

How science relates to their everyday lives, to the environment and to a

sustainable future; and

The importance of scientific and technological advancements and their impact on

human lives.

2.6.1.2 Outcomes based education (OBE) as tool OBE strives to enable all learners to achieve to their maximum ability. It does this by

setting outcomes to be achieved at the end of a process. OBE encourages a learner-

centered and activity-based approach to education (Department of Education, 2002:1).

Spady (1992) explains the outcomes as the actual demonstration of knowledge,

competence and orientation.

Assessment is a very important component of OBE because it provides an indication of

learner achievement. Assessment also helps students to make judgements about their

own performance, set goals for progress and provokes further learning (Department of

Education, 2002:10). In the OBE framework teachers are seen as facilitators of learning

in opposition to transmitters of knowledge as in the previous schooling system.

According to Mason (2007:2) the emphasis in OBE is on procedural knowledge rather

than propositional knowledge.

49

2.6.1.3 Textbooks and policy documents as tools Each school buys and selects its own textbooks. Schools have to choose the textbooks

from a certain selection of prescribed books. The school also receives policy documents

and circulars form the Provincial Department of Education via the district offices. These

documents are kept in files.

Implications of using the NCS and OBE as tools of mediation The implications for the subject, the science teacher, in this activity system are that the

tools of mediation have changed. Historically, science teachers adopted a traditional

teaching approach that was theoretical, exams-driven and content based. Many science

teachers were trained in using the old curriculum and the traditional way of teaching.

Applying the “old tools” the subject acted as a transmitter of knowledge, exams were

content-based and practical skills were required but not examined. Very few or no

practical work was done and learners were very passive in this teaching approach (de

Beer, 2007:19). When the science teacher uses the new tools of mediation as stipulated

in the NCS, the implication is that the teacher‟s view of teaching and learning also has

to change.

According to de Beer (2007:19) the nine basic requirements of implementing the NCS

for science teachers are:

Education should be outcomes-based

Teachers should be facilitators of learning

Learning should be learner-centered

Learning should be activity-based

The science curriculum should be relevant

Skills development should be a focal part of the curriculum

Group work should be promoted

Continuous assessment should be used to foster learning

Learning should be integrated across learning areas/subjects

50

All of the above requirements are incorporated by inquiry-based learning (investigative

science) approach. The theoretical framework of inquiry-based learning finds its

antecedents in the work of Vygotsky‟s (1978) learning theory. The core focus is that

learning is based around student‟s questions and also requires that students work

together to solve problems instead of receiving direct instructions from the teacher on

what to do (Kirshchner, Sweller & Clark, 2006). Inquiry-based approaches to science

education are student-constructed as opposed to teacher-transmitted approaches of the

traditional type. Science learning in this approach is not rote memorization of

information but rather an acquisition of meaning, linking the student‟s internal world

(world of the mind) with empirical data in the external world (world of natural objects and

phenomena). Knowledge construction then implies that learners experience a lot of

sensory experience of what they have learned from the outside world (Saunders,

1992:138-139).

Inquiry-based teaching can be done in different ways. The most learner-centered

approach is known as open-ended inquiry. This type of inquiry requires that teacher-

planned instruction is suspended and that learners explore content by themselves. This

type of inquiry is very time-consuming. Project based inquiry involves teachers

designing projects based on questions from class discussions. This type of inquiry is

more practical and effective as it focuses on specific content. Most curricula (like the

NCS) are also designed for project-based inquiry. Guided inquiry is more teacher-

centered and the teacher decides on the questions that guide the concepts to be

learned (Jones & Eick, 2007:493-494).

It is thus clear that the new curriculum also asks a new pedagogy (as tool) from

teachers. “Chalk and talk” transmission-mode pedagogies have to make way for inquiry-

based, learner-centred approaches. The change of tools as discussed above brings

about many changes to be made with the result that it can bring about stress in the

activity system.

51

2.6.1.4 Language as tool Language is an important tool, and in this study two types of language are

distinguished: English as the medium of instruction, and science as a „foreign language‟

(dealing with terminology unknown to learners). English is the language used in

prescribed textbooks and the language most teachers use when asking questions,

explaining concepts and in assessment tasks. Hardman (2008:72) refers to the use of

language as a linguistic tool. Using English as tool can pose a problem as many of the

learners in South African schools use English as a second language and are not always

very proficient in English (Paxton, 2008:345). The second type of language, scientific

language, can be described as academic language. Paxton (2009:348) explains that

academic language is very difficult for second language learners to understand as it is

not part of the day-to-day context of communication. Despite the problems, teachers‟

experience with these two types of languages is an important tool of mediation in

implementing the NCS.

2.6.2 The SUBJECT in the activity system

Figure 2.6: The subject in CHAT Source: Engeström, 1987:78

TOOLS

SUBJECT

RULES

COMMUNITY

DIVISION OF LABOUR

OBJECT

OUTCOME

52

The subject in the CHAT diagram represents the Physical- Life- and Natural sciences

teacher. Teachers are seen as key contributors to the transformation of education in

South Africa. The types of teachers envisaged by the NCS are those who are qualified,

competent, dedicated and caring. They should be able to fulfill various roles including

being mediators of learning, interpreters and designers of learning programmes and

materials, leaders, administrators and managers, scholars, researchers and lifelong

learners, community members, citizens and pastors, assessors and subject specialists

(Department of Education, 2002:5).

While teachers are responsible for the development of learning programmes, teacher

education programmes should build the capacity of teachers, school management

teams and departmental support personnel to implement, manage and support the of

Learning Programmes (Department of Education, 2002:7-8).

From the above it is clear that teaching as envisaged by the NCS is a complex activity

that is very broadly defined. The conventional role of a teacher as „only‟ a transmitter of

knowledge or lecturer now changes to include many different roles. Harden and Crosby

(2000) categorize the many teaching roles teachers have into two main categories:

subject expertise and educational expertise. Since this study focuses on science

teachers, a third role is added to these two, namely that of facilitator of investigations.

Thus, the three roles of the science teacher will be: critical mediator of knowledge,

pedagogical content knowledge expert and facilitator of scientific investigation. These

three roles will now be discussed in more detail.

2.6.2.1 The teacher’s role as critical mediator of knowledge Both Dewey (1938) and Vygotsky (1978) view the teacher as a mediator standing in the

middle between the learner and the knowledge to be learned. Vygotsky‟s view of a

teacher is explained in more detail in paragraph 2.6.6.2. Mason (2000) supports the

view of teacher as mediator and identifies three types of mediation:

53

When the teacher acts as a facilitator of learning, the importance of procedural

knowledge is stressed. The development of skills, competencies and abilities is

important.

When the teacher is concerned with transmission of knowledge, the focus is on

propositional knowledge. The drilling of content knowledge is important.

When the teacher is busy with dispositional knowledge, the focus is on social and

cultural values and knowledge.

Bernstein (2000:70) uses the terms visible (transmitter of knowledge) and invisible

(teacher as facilitator) pedagogies for the first two teaching styles.

With the implementation of OBE the role of the teacher changed from the traditional role

of transmitter of knowledge to that of facilitator of learning. In South Africa rote learning

and propositional knowledge were very popular teaching strategies prior to the first

democratic election in 1994. Rote learning was popular because of the difficulties

experienced in education. It was easier to use this traditional strategy in order to cope

with problems like large classes, not teaching in the mother tongue, lack of equipment

and many under-qualified teachers (Mason, 2000:3). Since the implementation of OBE

education planners and teachers in South Africa are inclined to over-emphasize the role

of teachers as facilitators. When over-emphasizing the facilitation role, teachers often

lapse into a very passive role, causing the accent to be on propositional knowledge.

This study supports Mason (2000) who argues that teachers tend to over-emphasize

either propositional, procedural or dispositional knowledge. The researcher has the

opinion that scientific inquiry and problem-solving skills (LO 1) are best achieved via

procedural knowledge facilitation. Participation by students and student expression are

important in order to achieve this outcome. The achievement of learning outcome two

(the construction and application of science knowledge) requires that learners be able to

recall meaningful knowledge and therefore propositional knowledge is necessary. The

achievement of the last outcome (LO 3) requires that appropriate attitudes and values

be developed to help learners to become informed and responsible citizens in their

community and in South African society generally. Dispositional knowledge will be

54

applicable to understanding and application of science knowledge (LO 3). Bernstein

(2000) also adopts the view that pedagogies are mixed to suit specific circumstances.

With regard to this Taylor (2008b:12) mentions that the US Department of Education

recommended that instruction should not be entirely student-centered or teacher-

directed. The US Education Department does not support the exclusive use of either

one of these approaches. Based on the views of the above authors it is believed that

teachers should try to find a balance between propositional, dispositional and

procedural knowledge. Mason (2000) uses the collective term critical mediator of

knowledge for a teacher who applies a fine balance between these three types of

knowledge.

The word mediator (when referring to a teacher) is sometimes used in the policy

documents of the Department of Education, but is seen by many educationists as a

synonym for facilitator as discussed above. In this paper the role of teacher will be seen

as that of critical mediator of knowledge, which implies more than just being a facilitator

of knowledge.

2.6.2.2 The science teacher and pedagogical content knowledge (PCK) A science teacher should have a good in-depth knowledge of the science content to be

taught. This knowledge should stretch far beyond the knowledge found in school

textbooks. A science teacher should also have generic knowledge on general

pedagogic approaches and which pedagogical methods are suitable for which topics.

This will include understanding and anticipating misconceptions that learners might

encounter on specific topics (Shulman, 1986 and Sanders, 2007). A third aspect that is

important is knowledge of the context in which the knowledge is mediated (Grossman,

1990). Context will include knowledge of the school setting as well as the needs of the

learners. This integrated science knowledge, pedagogical knowledge and context

knowledge is known as pedagogical content knowledge or PCK (Sanders, 2007).

Figure 2.7 below can be compared to the three primary colours of light; green, blue and

red. When these three colours are projected and mixed on a screen, they form bright

55

white light. In the same way the content knowledge, pedagogical knowledge and

context knowledge are the primary elements of a teacher‟s pedagogical knowledge.

When these three are mixed they light up the lives of their learners.

Figure 2.7: PCK representation

Source: Compiled by researcher

Shulman (1986) introduced the term PCK in 1985 after research in America revealed

that there was a poor correlation between learner needs, teaching methodology and the

content to be taught. According to Shulman (1986:9) PCK includes: “the most useful

forms of representation of topics, the most powerful analogies, illustrations, examples

and demonstrations – in a word the ways of representing and formulating the subject

that make it comprehensible to others”.

Pedagogical knowledge in this model is seen as knowledge concerning learning and

learners, principles of instruction, classroom management, aims and purposes of

education. Koehler and Mishra (2009) view this pedagogical knowledge as the

knowledge that helps a teacher understand how students construct knowledge and

acquire certain skills. In order to do this a teacher should understand how learners apply

cognitive, social and developmental theories of learning in the classroom.

PCK

Knowledge of context

Subject matter

knowledge

Pedagogical knowledge

56

Content knowledge refers to the subject matter to be taught. In the context of this study

it will refer to the science knowledge to be taught as described in the NCS. According to

Shulman (1986) content knowledge should include knowledge of concepts, theories and

ideas. It will also include established practices and approaches toward developing such

knowledge. If teachers do not have sufficient content knowledge, it results in learners

developing misconceptions or receiving incorrect information (Koehler & Misha, 2009).

Shulman (1986) and Enfield (2000) stress the fact that understanding content is much

more than just memorizing the facts. It is about interpreting concepts, ideas and

relationships in science.

Knowledge of context includes knowledge of the school setting, culture of the school

and individual learners. It also includes the social circumstances and abilities of the

learner.

If the three LOs have to be properly integrated and the nine basic requirements for

science teachers implementing the NCS have to be met, PCK is a very important aspect

that has to be acquired by all science teachers. Although PCK is such an important

device for teachers to have, Loughran, Mulhall and Berry (2008) mention that there is

very little literature on how teachers can develop and acquire PCK. These authors

mention that PCK can just be learned through access to experienced teachers‟

teaching.

Dewey (1933) introduced reflection into the field of pedagogy and it was his opinion that

a practitioner could become more skilful and knowledgeable through the action of

reflection. Donald Schön (1983) built on the work of Dewey and het viewed reflection as

an important way to gain professional knowledge (PCK) from a practitioner‟s own

experience. According to Dimova and Loughran (2009) Schön described two forms of

reflection: reflection-on-action (looking back on one‟s actions) and reflection-in-action

(thinking on one‟s feet while in action).

57

Loughran et al. (2008) offer a way in which PCK is presented to student teachers in

order to acquire PCK and reflect on their teaching practice. This method is known as the

CoRes and PaP-eRs method. The method uses the concept of content representations

(CoRes) and pedagogical and professional-experience repertoires (PaP-eRs) to

address both the science content as well as specific ways to teach it. CoRes and PaP-

eRs were developed by using a resource folio of expert science teachers‟ PCK around a

specific science topic. A CoRe focuses on a specific science topic and includes the

main content ideas („big ideas‟) to focus on possible misconceptions and areas that

students will find difficult. It includes creative ways to determine if learners understand

concepts and to scaffold their understanding. A PaP-eR focuses on the teaching and

learning aspect of the specific topic. The specific content will determine which

pedagogical approach will be used. A Pa-PeR helps to determine why the teacher

follows a specific teaching method.

The student-teachers in Loughran et al.‟s study (2008) had to discuss and reflect on the

CoRes and PaP-eRs found in the PCK portfolio of expert teachers given to them. They

then had to choose a topic and develop their own examples. The CoRes and PaP-eRs

approach gives teachers and student teachers the opportunity to reflect on how they

understand the science content knowledge to be taught, as well as how to apply these

understandings in classroom practice. When the PaP-eRs and CoRes method was

used in training student teachers, one of the results was that they developed the

confidence to experiment with alternative teaching methods and ideas. It also helped

students to shift from a teacher-centered to a student-centered teaching approach.

This method proposed by Loughran et al. (2008) could be used as a framework in a

community of practice to help teachers understand and apply PCK. The CoRes and

PaP-eRs concept is a method that can help teachers to reflect on their own teaching

practice, acquire the necessary PCK and develop as a science teacher when

confronted with a new policy or curriculum. Enfield (2000:7) confirms that the benefits of

acquiring PCK lead to teachers being more “knowledgeable, flexible and capable.”

Adopting PCK also allows a teacher to cater for the individual needs of each student.

58

Without PCK teachers are likely to focus on covering a certain amount of study material

in a certain time (sticking to the pace setter) instead of focusing on deep conceptual

understanding.

2.6.2.3 The science teacher as facilitator of scientific investigations.

All three LO‟s in the NCS for the sciences implicate that practical investigation be done,

but LO 1 specifically focuses on explorative and investigative skills which are best

developed within a context of experimental and data-handling skills. Hands on

laboratory activities are also learner-centered as it provides opportunities for learners to

experience the external world and assimilate it into their internal world themselves.

The old science syllabus (before NCS) did include laboratory work, but it was a very

traditional (cookbook) approach. According to Hattingh et al. (2007:75) students were

provided with a handout containing the aim of the experiment and detailed instructions

on how to execute the experiment. The learners were not required to do the planning or

analysis and data evaluation of investigations. In the traditional approach some of the

cognitive work was done by the teacher and if they did not understand the aim of the

experiment they gained very little understanding. When a learner performs an

experiment by following mere step by step instructions he/she is cognitively very

passive (Saunders, 1992:138).

Investigative science as implied by the NCS calls for an investigative or inquiry-based

approach and according to Hattingh et al. (2007:75) places a strong emphasis on “doing

science”. When using this approach the student is allowed to formulate his/her own

expectation about observations and is also involved in planning the investigation. This

involvement helps the student to understand the situation internally and the active

cognitive involvement then helps the student to assimilate the external world (Saunders,

1992:139). This links to the first outcome in the NCS which states that: “Learners act

confidently on their curiosity about natural phenomena; they investigate relationships

and solve problems in science, technology and environment contexts” (Department of

Education, 2002:7).

59

Hattingh et al. (2007:75) summarise the three major ideas to be covered in the NCS as

the follows:

Planning investigations

Conducting investigations and collecting data

Evaluating data and communicating findings.

For a science teacher to accomplish the above mentioned ideas he/she has to be able

to manage a science laboratory. South Africa is a developing country and not all

schools have a science laboratory. The science laboratory in this study refers to

laboratory in a broader sense and can include a normal science classroom, a science

corner or even the schoolyard.

According to Botha and Burton (2007), Gray (2008), and Jones and Eick, (2007) a

science teacher will need the following skills to manage a science laboratory and

facilitate scientific investigations effectively:

Managing certain laboratory techniques and execute demonstrations

Designing projects for students based on driving questions from the students

Manage students when working in groups in the laboratory

Management and control of chemical and physical stock

Care, organisation and storage of materials

Preparation of certain solutions

Ordering scientific equipment and chemicals

Applying safety rules

Developing an appreciation for living organisms

Recognize local resources to topics that they can use

Be able to improvise and develop own materials if lack of resources appear (i.e.

practicing science on a shoestring)

60

2.6.3 The RULES in the activity system Figure 2.8: The rules in CHAT


The rules refer to the guidelines of the NCS, but also the rules of the school in which

they operate. This will include the norms, values and social interactions around the

school and in the classroom. The norms and values will include cultural norms and

values as well as beliefs and traditional values that exist in the school. Rules refer to the

school rules in relation to how a staff member should behave but also how students

should behave. Rules can also include rules of social order governing communication

between teachers and management (Hardman, 2008). It also needs to be pointed out

that this particular school (SOH) is a partner school of a nearby university, and the

researchers at the university also have (albeit subtle) expectations of the school, that

can be interpreted as rules.

TOOLS

SUBJECT

RULES

COMMUNITY

DIVISION OF LABOUR

OBJECT

OUTCOME

61

2.6.4 The COMMUNITY in which the subject operates Figure 2.9: The Community in CHAT


The community refers to the school community in which the teachers work as well as to

the ecology of practice, i.e., the cluster in which the teacher operates. The school

community includes the symbiosis between teachers, school management, learners and

parents. The cluster as ecology of practice includes teachers from schools in a specific

district as well as the subject facilitator (advisor). When referring to a „community of

practice‟ in this study, it includes the ecology of practice as found in the cluster

meetings.

Clusters meetings were introduced by the DOE to assist teachers with the

implementation of the new curriculum. A few schools in a certain district meet at least

twice a term to discuss common problems and issues. The teachers of each learning

area have their own cluster meeting. The district co-coordinators appoint cluster leaders

based on certain criteria. A cluster leader is usually a senior teacher with at least five

years experience and a good track record with regard to the pass rate of learners. The

TOOLS

SUBJECT

RULES

COMMUNITY

DIVISION OF LABOUR

OBJECT

OUTCOME

62

cluster leaders form an important link between the head office/districts and schools as

well as between schools. Moderation of learners‟ portfolios, exam papers and other

assessment tasks are also done at cluster meetings (Gauteng Department of

Education, 2003a).

2.6.4.1 Defining a community of practice Humans are by nature social beings and interaction and connection with each other are

natural results when people come together. However, merely being together does not

make people a community. Lee and Newby (1983:57) explain that the nature of the

relationships between people and the social networks in which they operate are aspects

that will turn such interaction into a community. Cohen (1985:118) states that “People

construct community symbolically, making it a resource and repository of meaning and

a referent of their identity.”

Lave and Wenger (1991) introduced the idea that situated learning can take place whilst

being part of a community. This model of situated learning proposes that learning takes

place within a so called „community of practice‟. Wenger (2006:1) defines a community

of practice as a group of people who share a concern or passion for something they do

and learn how to do it better through regular interaction. Not all communities can be

called communities of practice. To be called that there are three requirements: (Wenger,

2006:1)

I A domain: Members should have a shared domain of interest and to be become

a member of the community of practice, members should be committed to the domain.

II A community: Members must interact, share information and learn together.

Members should engage in joint activities, have discussions, help each other and share

information.

III A practice: Members of the community are practitioners and must develop a

shared repertoire of resources and ideas. To develop this takes time and sustained

interaction.

63

Science teachers have the potential to become a community of practice as they share

the domain of science, as a community they can engage in science activities, share

best practices and resources or ideas. It is important to note that not every member of

the community knows everything about science teaching. Every science teacher should

know something about science teaching and when they share this information with each

other everybody can benefit.. (I will refer later to what Whitelaw, de Beer and Henning

(2008:36) calls a “pseudo-community” of practice).

2.6.4.2 Advantages of a community of practice

Learning in a community of practice is not so much about acquiring knowledge from

other members as a process of social participation (Smith, 2003). Lave and Wenger

(1991) use the term „legitimate peripheral participation‟ (LPP) when referring to people

standing on the outside of the community of practice. According to them, people start to

learn once they are accepted by the group and become an insider in the specific

community of practice. Hodges (1998) uses the term „marginalization from a community

of practice‟ when referring to members of the community not involved in the production

of the practices.

Some authors (Jarzabkowski, 2002 and Wenger & Snyder, 2000) suggest that

communities of practice can be important tools for any organization as they can help

drive strategy, solve problems quickly, transfer best practices and develop professional

skills. Communities of practice can be very effective in fostering professional

development and are valuable tools for the professional development of science

teachers in a school. Such communities can be very useful in helping teachers to

acquire PCK. Social interaction between teachers in schools can improve the quality of

teaching and learning and also the emotional health of the teachers. It can reduce

emotional stress and burnout. Communities of practice can add value to help start new

initiatives (like the implementation the NCS), help solve problems, transfer best

practices (PCK in this case), develop professional skills and help recruit and retain

talented individuals. All of these attributes can be very helpful in a school situation.

64

2.6.4.3 Sustainability of a community of practice Wenger (1998:6) emphasizes that despite the fact that communities of practice arise

naturally, it is important for an organization to develop and nurture such communities.

To be effective this assistance must work from the inside rather than to manipulate it

from the outside. Jarzabkowski (2002) identifies the importance of creating a variety of

opportunities for teachers to come together in an informal matter in order for community

building to take place. In her research she found that when staff members are given the

opportunity to come together in an informal manner, community building takes place.

These informal gatherings include interaction in the staffroom before and after school

and during lunch breaks. Social rituals such as celebration of birthdays, Friday

afternoon drinks and social outings also play an important role in developing a sense of

community and enhancing stronger collaboration in the work place. Community building

cannot develop overnight and it requires the support of school management. Wenger

and Snyder (2000) compare the cultivation of communities of practice with a garden that

needs attention. A garden that is watered, weeded and nourished regularly will flourish

and bring about new growth. In the same way, communities of practice need to be

nurtured by leadership, they should identify potential communities of practice, provide

the infrastructure and support such communities, and assess the value of the

communities of practice.

2.6.4.4 Potential problems in communities of practice Whitelaw et al. (2008:36) found what they call a pseudo-community of practice in a

school where they conducted research. In the specific community of practice they

observed there was no opportunity for open discussion, reflection and learning as the

members of the community were merely “playing” community. Lave and Wenger‟s

(1991) theory of LPP can also become a problem if certain staff members stay on the

outside boundary of the community of practice, in other words when they are

marginalized. These teachers will not have the opportunity to learn from and share with

their colleagues. In this study I will flag tensions within the activity system (amongst the

various role players in the community) that may result in such a “pseudo-community”.

65

The professional development of teachers can be assisted by communities of practice

and especially PCK can be acquired by teachers in this way. The problem might be that

in many schools such communities do not exist or do not function as such because they

are not nurtured or recognized by school managers.

2.6.5 DIVISION OF LABOUR by the subject Figure 2.10: Division of labour in CHAT


As discussed in 2.6.2 the science teacher has various roles to fulfill of which the main

roles are that of mediator of knowledge, subject expert and facilitator of scientific

investigations. These roles can be categorized under one heading and that is the

teacher‟s role to mediate learning in the classroom. In order to implement the NCS

successfully the science teacher has to gain new knowledge and develop new skills and

become a learner in his/her professional development journey. Division of labour in this

study focuses on these two roles that the science teachers have to play, that of

mediating learning (teaching) in the classroom as well as the role of learner in improving

self development.

TOOLS

SUBJECT

RULES

COMMUNITY

DIVISION OF LABOUR

OBJECT

OUTCOME

66

Negotiating new responsibilities and tasks can cause tension in the activity system,

resulting in an identity crisis for teachers. The broader roles expected from teachers

may result in teacher stress, fatigue and burnout. Teachers may experience conflict as

they are drawn away from what they regard as the most important part of their

profession, namely interaction with their students (Day, Elliot & Kington, 2005).

Day et al. (2005) mention that despite the increased burden of extra responsibility due

to policy changes many teachers stay committed to their profession. Woods (1981)

found that the key to teachers‟ commitment was a sense of identity. Some teachers may

experience a sense of satisfaction and pride while taking up the new responsibilities,

while other teachers find it too hard to cope with, feeling that teaching takes over their

lives (Day et al., 2005) Teacher commitment and identity are all about motivation, self

esteem, values and self-actualization. These aspects will be discussed in more detail,

referring to Maslow‟s hierarchy of needs later in this chapter.

2.6.6 The OBJECT of the activity system

Figure 2.11: The object in CHAT Source: Engeström, 1987:78

TOOLS

SUBJECT

RULES

COMMUNITY

DIVISION OF LABOUR

OBJECT

OUTCOME

67

Both Hardman (2008:72) and Engeström (1987:79) refer to the object in an activity

system as the “raw material or problem space” at which the activity is directed. The

object can be transformed into outcomes with the help of the other components of the

activity system, namely the tools, rules, community and division of labour. The object in

this study refers to the professional development of science teachers to achieve the

outcome, namely the successful implementation of the NCS.

Whenever policy and curriculum changes are implemented, professional development

of teachers is essential to ensure that effective teaching and learning takes place. For

science teachers it is necessary that science-specific professional development is

implemented (Duschi, Shouse & Schweingruber, 2008). Taylor (2008b) states that the

last 15 years have demonstrated that it is very difficult to transform the school system,

despite thorough structural change. He argues that the most important factor to improve

the performance of schools is to foster a culture of professional responsibility across all

levels. This can be done through focused professional development programmes.

The literature on professional development of teachers suggests various theories and

approaches to be followed. This study views professional development through the

following lenses:

Hoban (2002) who believes that professional development of teachers, and the

subsequent change in teaching and learning, is a complex ongoing process and

not a once-off event

Vygotsky (1978) who believes that a learner (in this case the teacher) will learn

and develop professionally when he/she is collaboratively involved with a more

knowledgeable other. This might imply professional development within a

community of practice, and notably the influence of a more senior colleague or

mentor.

Rogan and Grayson (2003) who suggest a professional development plan

focusing on three aspects: profile of implementation, capacity to support this

implementation and support from outside agencies.

68

Maslow‟s (1987) hierarchy of needs: If people‟s needs are addressed their

motivation will improve. Addressing their needs will have an influence their

personal growth, development and identity.

Teacher professional identity and agency affected by curriculum reform, building

on the work of Giddens (1984) and Lasky (2005).

.

These approaches are elaborated upon below. Mention is made of the apparent

mistakes that were made with regard to the professional development in the

implementation of the NCS as compared with the approaches set out above. Following

the discussion, an approach for professional development for this study is suggested.

2.6.6.1 Hoban Hoban (2002) suggests a systematic approach of professional development. During the

1960s and 1970s many educational innovations in countries like America, the United

Kingdom and Australia were presented to teachers using a top-down or workshop

model. Teaching material was delivered to schools, in-service workshops were offered

and it was perceived that educational change would be a natural consequence of this

action. This linear process of educational change can be explained by the figure 2.12

(Hoban, 2002:13):

Figure 2.12: A top-down approach to professional development

Source: Hoban, 2002:13

According to Hoban (2002:13) the major pitfall of a linear process is that although

teachers learn in this approach they stay in their zone of comfort and see the

innovations as new ideas that they can fit into their existing practice. This type of

Innovation arrival (Written material and workshops)

Teacher use

Teacher change

69

approach promotes a sense of control over teachers. These teachers seldom think

outside the box. However, there are some advantages of the linear top-down model:

new content about practice and theory that is beyond teachers‟ current

experiences can be delivered in this way;

it is convenient and economical

During the last three decades of the 20th century new curriculum materials were

introduced in American schools which were very similar to the South African NCS.

These curricula had a common philosophy that encouraged learners to explore, invent

and discover for themselves. Teachers were supposed to be facilitators of student

learning rather than merely a distributor of knowledge. This philosophy is very similar to

the NCS. Although there was no problem with the quality of the innovations, many of

these programmes did not achieve their objectives. The reason for this was the

mechanistic linear way in which the innovations were introduced to the teachers

(Hoban, 2002:15 -16).

The main lesson learned from the American model is that teacher learning and change

is a process and not an event. It is also important that the individual needs and context

of the specific school and classroom be taken into account and that change be

considered as a personal process. Individual teachers experience the change process

in different stages and levels and change needs to work in adaptive ways (Hoban,

2002:17).

Both Verspoor (1989) and Hoban (2002) refer to the fact that many educational change

programmes focus on adoption of the programmes and neglect the implementation

process. The consequence is that the outcomes are disappointing even though initially

the policy or idea was good.

Hoban (2002:35) views educational change as a complex system consisting of different

elements that are in relationship with each other. These elements can be compared with

a spider web, with each frame of the web representing a system. The different frames or

70

systems are interconnected and change in one frame will affect the other frames. Figure

2.13 explains the complex system graphically (Hoban, 2002:37):

Figure 2.13: Hoban’s complex system spider web

Source: Hoban (2002:37)

When a new curriculum is introduced, the relationships of the system also change. The

interrelationships may strengthen each other to support the change (unbroken lines) or

they may undermine each other and break down relationships. Hoban (2002:36)

mentions that the most influential element of professional learning is when teachers

share their own experiences in a group or learning community. This viewpoint

corresponds with the community of practice approach to teacher development

Teacher Learning

Politics

Context

Educational change as a

complex system

Culture

Structure

Leadership

Teachers‟ lives and their work

71

discussed earlier. In such a community teachers manage their own growth unlike the

top-down approach which advocates that someone from outside controls teacher

learning. It must be noted that a limitation of such a learning community is that they are

not often exposed to new ideas and thus might stagnate. It is important that conditions

in such a complex system should be conducive to support teacher learning. The

conducive conditions can be managed and orchestrated by school management.

Examples of such conditions are positive working conditions, autonomy to change

practice, motivation to change and collegiality among staff (Hoban, 2002:36).

When considering teachers as part of a complex system, conditions that are conducive

for teacher learning according to Hoban (2002:56) are:

teachers should be treated as active learners who construct their own knowledge

teachers should be empowered and treated as professionals

teacher education should be situated in classroom practice

teacher educators should treat teachers as they expect teachers to treat their

learners

teachers need to consider what ideas or content is essential in their learning and

gain different expertise

teachers need to use a range of tools to keep track of the vast information

available

The top-down mechanistic approach was followed with the implementation of the NCS,

resulting in the same problem referred to by Hoban. Although the NCS contains

educationally sound ideas, its implementation in South Africa was much slower and

more difficult than anticipated due to teachers staying in their zone of comfort (Rogan &

Grayson, 2003). Research done by Khulisa Management Services (1999) suggests that

implementation of the new curriculum was underestimated, inadequately resourced and

not supported enough. Most Provincial Education Departments followed a cascade

model, consisting of one or two day workshops.

72

2.6.6.2 Vygotsky Lev Vygotsky was a Russian developmental psychologist and educator. Vygotsky

(1978) believed firmly that historical, cultural and social factors play an important role in

the development of cognition and that knowledge is socially constructed. He also

believed that past experiences had an influence on new learning experiences. Vygotsky

believed that children learn by following the example of an adult or more knowledgeable

other, until they gradually develop the ability to perform certain skills independently.

(Vygotsky, 1978)

Vygotsky developed a theory of zone of proximal development (ZPD) when he referred

to learning. The ZPD is the gap between the actual development level of a student and

the potential level the student can reach. The way in which this zone or gap can be

crossed is through mediation by a more competent peer. Teachers have prior

knowledge while they are operating in their community of practice which they apply

when confronted with new situations. A teacher gains knowledge as he or she develops

by way of social interaction with peers. The more experienced teachers, subject heads

or heads of department can act as the more competent peer. Vygotsky used the term

scaffolding to describe the facilitation offered by the more competent peer.

This theory emphasizes the collaborative nature of learning and can be applied to the

professional development of teachers. It suggests that the learner (in this case the

teacher) must be actively involved in the learning process. Such learning can take place

within a community of practice. In this regard Welk (2006) and Jamieson (2004)

emphasise that contextually-based learning takes place when it occurs in a community

of practice. In such a community of practice novice as well as experienced teachers are

found and both can learn from each other.

Vygotsky (1978) defines the peer with more knowledge as the “more knowledgeable

other” (MKO). The MKO in a community of practice will be the keystone species. The

role of the keystone species as mediator is that of providing collaborative dialogue and

scaffolding to assist other teachers in their development. Teachers learn through team

73

work and gain knowledge as they develop by way of social interaction with peers when

operating in a community of practice (Dahms et al., 2008).

2.6.6.3 Rogan and Grayson Rogan and Grayson (2003) build on the work of Vygotsky by applying his learning

theory discussed above to the professional development of science teachers. Rogan

and Grayson (2003) are of the opinion that professional development of teachers

cannot be implemented in isolation. They state that the purpose of the professional

development as well as the context of the school in which it will be implemented should

be considered.

When considering the context of a school Rogan and Grayson (2003) contend that

schools in South Africa differ enormously. Some schools have beautiful buildings and

excellent resources that can compete with the best in the world, while others have

dilapidated buildings with broken windows, no water or electricity and few or no

resources. Another problem is the “enormous range in the knowledge and skills of the

teachers. The problem is particularly acute when it comes to mathematics and science

teachers” (Rogan & Grayson, 2003:1174). Rogan and Grayson (2003) argue that some

schools in South Africa are so dysfunctional that they may need the help of external

agencies (forces) to get the process of professional development started. As these

schools develop, the external help must be adjusted accordingly.

Rogan and Grayson (2003) emphasize that issuing the decree on an educational policy

like the NCS is an event, but the process of change is context-specific and the outcome

will differ from school to school.

Due to the large diversity of schools, pupils and teachers in developing countries like

South Africa, Rogan and Grayson (2003:1173) suggest the following during

implementation and professional development:

74

Implementation of the new curriculum cannot be done in one huge step, but

should rather consist of a series of smaller steps. This corresponds with Hoban‟s

theory

The context of the particular school must be taken into account – i.e. the

teachers, pupils, leadership and environment

The level of the teachers‟ subject knowledge and teaching experience must be

considered

In order to implement these, Rogan and Grayson (2003) developed a theory of

implementation which identifies the strengths of a school and progress is then made in

steps by building on these strengths. This theory is focused on science education but

can easily be adapted for any learning area. The model of professional development

suggested by Rogan and Grayson (2003) is based on three main constructs, namely:

Profile of implementation

Capacity to support innovation and

Support from outside agencies. A framework for this model is depicted in figure 2:14 and its three main constructs are

briefly discussed below:

75

Figure 2.14: Rogan and Grayson framework for implementation model

Source: Rogan , 2007b:99

Profile of implementation The profile of implementation is about how the new curriculum or policy is put into

practice. It will also include the values and expected outcomes from learners. It is

important to note that it is not an all-or-nothing approach but that the implementation of

a new curriculum or policy is done in different steps or degrees. With such a profile,

implementation of a new curriculum like the NCS becomes a long-term process and not

a quick fix.

Outside

influences

Profile of Implementation

Capacity to

Innovate

Science in society

Assessment

Classroom interaction

Science Practical work

Change forces

Monitoring Professional development

Physical resources

Support to learners

Physical resources

Teacher factors

Learner factors

Science in society

76

The profile of implementation is explained with the aid of table 2.1. It focuses on four

areas, namely: the teaching and learning aspect (what teachers and learners do), the

science practical work, the role of science in community, and assessment practices.

These four areas form the column headings of table 2.1. Rogan and Grayson (2003)

identify four different levels of progress for each of the above mentioned areas (first

column of table 2.1). The levels develop from teacher-centered practices (as in the old

curriculum) to more learner-centered practices (as required by the NCS). Rogan and

Aldous (2004:317) argue that there is no progress from the lower to the higher levels,

but the lower levels are included in the higher levels. As a teacher moves to a higher

level, new practices are integrated in his teaching. Petersen (2010:117) applied the

Rogan and Grayson (2003) scale in his research but found that some of the teachers in

his study did not even fit Rogan and Grayson‟s level 1 and he adapted the Rogan and

Grayson profile of implementation to include a level 0. This study will use the Petersen

(2010) adapted profile and try to determine at which level of implementation the

teachers at the selected school are operating.

Once the current level of the teacher is determined, a plan of action can be constructed

by the school management team of how the teacher can reach the required level. The

teacher now has a goal to work towards. This plan will include small steps phased in

over a number of years. The context and capacity of the school will also be taken into

consideration. Rogan (2007b:114) suggests that subject advisors in cluster groups or

agents form other outside support organizations can apply the same strategy. Rogan

and Grayson (2003:1183-1185) and Petersen (2010:117) outline the profile of

implementation as illustrated in Table 2.2. It is adapted to the fit the requirement of the

NCS:

77

Table 2.2: Profile for implementation LEVEL CLASSROOM PRACTICE SCIENCE PRACTICAL WORK SCIENCE IN SOCIETY ASSESSMENT

0 Teacher:

Presents content using

chalk and talk method

Has a lesson plan

Lesson not well organized

Textbook bound –

sometimes reading from

textbook as lesson

presentation

No use of other media –

blackboard only resource

Learner engagement

mainly by means of

questions Learners:

Passive, inattentive and

busy with own things.

Some learners follow in

textbook

Teacher:

Does no practical work

Some teachers use poorly

planned demonstrations or

group work

Uses no local specimens

Uses models or visual

media to substitute

practical work

Learners:

Learners observe but not

very attentive.

Teacher:

Uses examples and

application of

science in everyday

life very seldom

Learners:

Ask questions

concerning science

in everyday life

Teacher:

Uses written tests

Mostly recall type

questions

Tests marked and

sometimes discussed

with learners

Learners:

Write test

1 Teacher:

Presents content in a well

organized way

Has a lesson plan

Provides adequate notes

Uses textbook effectively

Engages learners with

questions

Learners:

Stay attentive and

engaged

Respond to and ask

questions

Teacher:

Uses demonstration to

develop concepts

Uses specimens found in

local environment for

illustration

Learners:

Learners observe

Ask and answer questions

Teacher:

Uses examples and

applications from

everyday life – apply

to science content

Learners:

Stay attentive and

engaged

Ask and answer

questions

Teacher:

Uses written

tests

Mostly recall type

questions

Some questions are

higher order thinking

Tests marked and

returned promptly

Learners:

Mostly apply rote

learning

Sometimes apply

higher order thinking

78

LEVEL CLASSROOM PRACTICE SCIENCE PRACTICAL WORK SCIENCE IN SOCIETY ASSESSMENT

2 Teacher:

Textbooks used in

conjunction with other

resources

Engages learners with

questions to encourage in

depth thinking

Learners:

Use additional resources

to compile own notes

Engage in meaningful

group work

Teacher:

Uses demonstration to

promote a limited form of

inquiry

Learners:

Some learners assist in

planning and performing

demonstration

Learners participate in

cook-book practical work

Learners communicate

data using graphs and

tables Ask and answer

questions

Teacher:

Uses specific

problem or issue

faced by local

community

Learners:

Teacher assists

learners to explore

the explanations of

scientific phenomena

by different cultural

groups

Teacher:

Uses written tests

50% of questions

require higher order

thinking

Some of the questions

are based on practical

work

Learners:

Apply practical

knowledge

Apply higher order

thinking

3 Teacher:

Probes learners‟ prior

knowledge

Structures learning

activities on relevant

knowledge and problem

solving techniques

Introduces learners to the

evolving nature of

scientific knowledge

Learners:

Engage in minds-on

learning activities

Make own notes on the

concepts learned from

doing these activities

Teacher:

Designs practical work to

encourage learner

discovery of information

Learners:

Perform guided discovery

type practical work in small

groups – hands on

Write a scientific report

Can justify conclusions in

terms of data collected

Teacher:

Teacher facilitates

investigation

Learners:

Learners actively

investigates science

application in own

environment

Gathers data e.g.

surveys

Teacher:

Uses written tests

Tests include seen or

unseen guided

discovery type

activities

Uses other forms of

assessment as well

Learners:

Apply practical

knowledge

Apply higher order

thinking

79

LEVEL CLASSROOM PRACTICE SCIENCE PRACTICAL WORK SCIENCE IN SOCIETY ASSESSMENT

4 Learners:

Take major responsibility

for own learning; partake

in planning and

assessment of own

learning

Teacher:

Facilitates learners as they

design and undertake

long-term investigations

and projects

Assist learners to weigh

theories that attempt to

explain the same

phenomena

Learners:

Design and do own open

investigations

Reflect on design and

collected data

Interpret data

Teacher:

Facilitates learning with

design and data collection

strategies

Facilitates learning on data

interpretation and

conclusions

Learners:

Undertake long term

community- based

investigation

Apply science to

specific need in

community

Teacher:

Facilitates learning

with the community

project and

identifying the need

Learner:

Includes open

investigation of

community project in

assessment

Create portfolio to

present best work

Teacher:

Creates opportunity for

different types of

assessment

Facilitates in

compilation of portfolio

Source: Adapted from Rogan and Grayson, 2003:1185 and Petersen, 2010:117

There is a gap between the level where the teacher currently is and the higher level that

the teacher strives to be or has the potential to reach. Vygotsky (1978) would call this

gap the ZPD. Vygotsky suggests that learning only takes place when instruction

proceeds just ahead of the learner‟s current level of development. Rogan and Aldous

(2004:160) refer to this gap as the ZFI in analogy to Vygotsky‟s ZPD. Rogan and Aldous

argue that during curriculum implementation, strategies will be effective if they proceed

within the ZFI, i.e. just ahead of the level where the teacher currently is (Rogan &

Aldous, 2004:160). Rogan and Aldous argue that, to be effective in the planning of new

curriculum or policy implementation strategies, both the current level of the teaching and

learning environment as well as the current capacity to support innovation should be

taken into account.

Capacity to support innovation The capacity to implement new policy differs from school to school. Jansen (1999)

argues that well-resourced schools will benefit more from the NCS than underprivileged

schools. According to Rogan and Grayson (2003) capacity to support can be divided

80

into four groups: physical resources, teacher factors, learner factors and school ecology

and management. These factors are presented in table 2.3.

Physical resources in South Africa are a real problem as many schools do not have

the necessary infrastructure or even basic things like electricity. Many schools have a

lack of basic science equipment (Muwange-Zaka, 2004 & Rollnick, 2007). According to

Rogan and Grayson (2003) poor resources and infrastructure can prevent even good

teachers from performing well.

Teacher factors in South Africa are very diverse and many teachers lack the necessary

motivation (Taylor, 2008b), teaching practice (Horak & Fricke, 2004) and content

knowledge (Gouws & Dicker, 2007 & Kriek, 2005). A teacher‟s attitude, commitment

and confidence are very important when innovation is introduced. A teacher must also

be willing to try new ideas (Rogan & Grayson, 2003).

Learner factors that can contribute to poor implementation are poverty and HIV/AIDS

which is a huge problem in South Africa. Learners may come from backgrounds where

they have no support, books or place to study. Many learners in South Africa come from

child-headed families. Another major challenge in South Africa is that the language of

instruction is mainly English which is not the home language of many learners.

The school ecology and management in South African schools are also diverse as

indicated by Taylor (2008b). In order to maintain law and order, the role of the school

principal is very important. An environment that is conducive to change has to be

nurtured and school management has to plan the innovation carefully that are to be

implemented, as well as the support given to the teaching staff (Rogan & Grayson,

2003).

When these four factors are taken into consideration, the profile of the capacity of a

school to implement innovation can be demonstrated in table 2.2 as adapted from

Rogan and Grayson (2003:1188) and utilizing Taylor‟s (2008b) presentation at a

81

conference: What‟s wrong in South African schools?. From studying Taylor it is clear

that the capacity of some schools do not meet the requirement for level 1. To make

provision for such circumstances a level 0 was added to Rogan and Grayson‟s model,

following the same approach as Petersen (2010) for table 2.3:

Table 2.3: Profile of the capacity to support innovation LEVEL PHYSICAL RESOURCES TEACHER FACTORS LEARNER FACTORS SCHOOL ECOLOGY AND

MANAGEMENT

0 Buildings in poor

condition

Not enough

classrooms

No or inadequate

running water

Some outside toilets

available

The teacher has a

textbook.

The few textbooks

available in class do

not go home with

learners

No science laboratory

or science apparatus

Teachers is under-

qualified

Teachers has no

professional

qualification

Teacher

absenteeism is large

Teacher spends less

than half their time

teaching

Learners have very

little proficiency in

language of

instruction

Learners are

malnourished.

Learners come late

for school

Learners have other

responsibilities and

don‟t have enough

time for schoolwork

Learners do not

have facilities to

study at home

Learners receive no

academic support at

home

Management:

Time table not followed,

class lists not updated

No attendance register

for teachers

Principal does not

exercise control or take

up responsibility

Ecology

School often starts late

Learners and teachers

do not return on time

after break

School is not secure and

learners and strangers

come and go as they

wish

2 Adequate basic

buildings in good

condition

Suitable furniture –

adequate and in good

condition

Electricity in most of

the rooms

Textbooks for all

Reasonable amount of

apparatus for science

Teacher has

minimum

qualification for

position

Teacher is motivated

and diligent – enjoys

his/her work

Teacher participates

in professional

development

activities

Teacher has good

relationship with and

treatment of learners

Learners are

reasonably

proficient in

language of

instruction

Learners attend

school on a regular

basis

Learners are well

nourished

Learners are given

adequate time away

from home

responsibilities to

do school work

Management

Teacher attends

school/classes regularly

Principal is present at

school most of the time

and is in regular contact

with his/her staff

Timetable properly

implemented

Extramural activities are

organized in such a way

that they rarely interfere

with scheduled classes

Teachers/learners who

shirk their duties or

display deviant behavior

82

LEVEL PHYSICAL RESOURCES TEACHER FACTORS LEARNER FACTORS SCHOOL ECOLOGY AND MANAGEMENT

are held accountable Ecology

Responsibility for

making the school

function is shared by

management, teachers

and learners to a limited

extent

School Governing Body

operates well

School functions all the

time i.e. learning and

teaching always take

place as scheduled

3 Good buildings, with

enough classrooms

and science

laboratories

Running water and

electricity in all the

rooms

Textbooks for all

pupils and teachers

Sufficient science

apparatus

Additional subject

reference books for

teachers

Reasonably equipped

library

Secure premises

Well kept grounds

Teacher is qualified

for position and has

a sound

understanding of

subject matter

Teacher is an active

participant in

professional

development

activities

Conscientious

attendance of class

by teacher

Teacher make and

extra effort to

improve teaching

Learners are

proficient in

language of

instruction

Learners have

access to quiet safe

place to study

Learners come from

Supportive home

environment

Learners can afford

textbooks and extra

lessons

Parents show

interest in their

children‟s progress

Learners have

access to

information

technology

Management

Principal takes strong

leadership role, is very

visible during school

hours

Teachers and learners

play an active part in

school management

Ecology

Everyone in the school

is committed to making it

work

Parents play active role

in School Governing

Body and in supporting

the school in general

4 Excellent buildings

More than one well

equipped science

laboratory

Library is resource

centre

Adequate curriculum

materials other than

textbooks

Good teaching and

Teacher is over-

qualified for position

and has an excellent

knowledge of content

matter.

Teacher has an

extraordinary

commitment to

teaching

Teachers shows

Learners are fluent

in the language of

instruction

Learners take

responsibility for

their own learning

Learners are willing

to try new kinds of

learning

Ecology

There is a shared vision

The school plans for,

supports and monitors

change

Collaboration of all

stakeholders is

encouraged and

practiced

Management

83

LEVEL PHYSICAL RESOURCES TEACHER FACTORS LEARNER FACTORS SCHOOL ECOLOGY AND MANAGEMENT

learning resources

e.g. computers and

models

Attractive grounds

Good copying facilities

willingness to

change, improvise

and collaborate and

has a vision of

innovation

Teacher shows local

and national

leadership in

professional

development

activities

There is a visionary, but

participatory leadership

at school

Source: Rogan and Grayson, 2003:1188

Support from outside agencies The focus of interventions or “scaffolding” from outside agencies will be in line with the

professional developmental needs of the teachers. Outside agencies are any

organizations outside the school and can include the Provincial DOE, the District Office,

NGOs, donors, unions and universities. The profile that Rogan and Grayson (2003)

developed takes into account the type of support, the kinds of actions and ways the

actions are undertaken as indicated in table 2.4 below. The three main categories of

support include, the type of support, the force (agent), evoking the support and the

mechanism monitoring the support.

The first category, type of support, is divided into three subcategories, namely physical

resources, professional development and support to learners. Note that there is no level

0 in the profile of outside support section. Although it is suspected that there are some

schools in South Africa which will fall below level 1 in this category, no evidence could

be found for this. An investigation into outside support falls outside the scope of this

study and may be a topic for possible future research.

84

Table 2.4: Profile of outside support

Level

Types of encouragement and support

Dominant change force evoked by

agency

Monitoring mechanism and accountability

Physical Resources Categories: buildings,

curriculum material, apparatus, books,

computers, internet

Design of professional development

Direct support to learners

1 Provision supplements what exists, but not enough to support the intended changes.

Provision is in one category only

Information on policy and expected changes are presented to school based personnel.

Typical mode is short, one shot workshop

Provision of basic needs such as lunches and places to study

Bureaucratic: Change is brought about by top-down directives to bring about change

Inspections undertaken by authorities

2 Provision completely covers what is required to effect the intended change in one category, or partly sufficient in two categories

Examples of new practices are presented to staff

Staff given opportunity to engage in these practices in simulated situation

Series of short workshops lasting for one year

Basic academic needs are catered for in the form of extra lessons

Charismatic: Change is brought about by top-down inspiration and encouragement

Inspections undertaken in collaborations with school-based personnel

3 Provision completely covers what is required to effect the intended change in two categories, or partly sufficient in three categories.

Professional development designed by school-based personnel

Staff decides which new practices they need

Using both inside and

Enriched academic needs are catered for in the form of field trips and other enrichment type activities

Professional change brought about by encouraging role of players to embrace codes of conduct and standards of teaching and learning

School based personnel monitor own progress, but report to authorities

85

Level Types of encouragement and support Dominant change force evoked by

agency


outside support

Both external and

INSET for two to three years

4 Provision completely covers what is required to effect the intended change in three categories

is partly sufficient in all four categories

Communities of practice take full responsibility for their own continued professional growth

Call outside support when needed

Ongoing school based INSET

Complete academic and personal support is provided

Learning community change is brought about by communities with shared values and commitment

All monitoring is undertaken by school-based personnel


It is believed that if teachers can be supported and scaffolded from within their own

school communities to draw up a plan and set goals for their professional development

using this model of Rogan and Grayson (2003), they will be more motivated to

implement a new curriculum.

2.6.6.4 Maslow Abraham Maslow was an American psychologist who developed a theory that can be

useful to explain purposeful behavior, namely the hierarchy of needs theory (Maslow,

1987). Maslow suggests that individuals have wants or needs which they will want to

satisfy. These needs are the starting point for his motivation theory. If the most basic

needs are unsatisfied, anything else will be unimportant and the major motivation would

be to satisfy that specific need. Gratification becomes just as an important focus as

deprivation in Maslow‟s theory. A person‟s behavior and motivation are driven by

unsatisfied needs, but as soon as a certain need is satisfied it no longer acts as driver

86

for motivation. Another higher need will then drive or motivate the person (Maslow,

1987). Maslow believed that an individual whose specific need has been fully satisfied

will be well equipped to handle deprivation of that need in future, while individuals

whose needs were not satisfied will react differently when faced with deprivation.

Maslow arranged a person‟s motivational needs in a hierarchical manner as in indicated

figure 2.15. Maslow did not stipulate that this was true for each individual, but he

believed that most people would be motivated if their needs were met.

Figure 2.15: Maslow’s original hierarchy of needs

Source: Schultz, 2003:55

Maslow‟s hierarchy of needs is divided into two groups, namely deficiency needs and

growth needs. The first four needs are deficiency needs and the fifth one, self-

actualization, is a growth need. Maslow argues that an individual will only act upon a

growth need if the deficiency needs are met (Maslow, 1987). The different needs

identified by Maslow (1987) and adapted for organisations by Martin (2001), Schultz,

Bagraim, Potgieter, Viedge and Werner (2003) and Luthans (2002) are discussed

below:

Belongingness and love needs

Physiological needs

Safety needs

Esteem needs

Self-actualization

87

Physiological needs –These needs are the lowest order needs; the basic biological

needs such as the need for water, food, air, sleep and sex. In an organization a basic

need includes the need for wages.

Safety needs – These needs on the second level of the hierarchy are activated once

the basic physiological needs are met. This level of needs include security, stability,

protection, freedom from fear, anxiety and chaos, need for structure, order and law. The

safety needs can be extended to include job security, pension, medical aid, insurance

policies and trade unions.

Belongingness and love needs – Once the physiological and safety needs have been

satisfied, a person will feel the need for relationships with other people; for a place in a

group, family or working colleagues (community of practice). More practically, these

needs include the need to feel affection, friendship, acceptance and a sense of

belonging (Schultz et al., 2003:55). If these needs are not satisfied, the result will be

experienced as loneliness, rejection, alienation and unfriendliness. Maslow (1987)

believes that these needs can be satisfied by personal growth groups or intentional

communities (communities of practice). In an organization it can include informal work

groups, team work and informal staff gatherings.

Esteem needs – All people have a need to feel good about themselves, to have a high

self-esteem or self-respect. This will include a desire for achievement, mastery and

competence, independence and self-confidence. The esteem needs also include a

second leg, namely the respect and esteem that other people have for the individual.

This will include status, fame, recognition, importance, dignity and appreciation. If these

needs are not met it can lead to feelings of inferiority, helplessness, discouragement

and weakness. If these needs are met it results in feeling of self-confidence, worth,

strength, capability and adequacy. In an organization this can be manifested by formal

recognition in the form of titles, status symbols, promotions and several award systems.

88

Self-actualization – When all the deficiency needs are met an individual can still feel

discontent because the need for self-fulfillment has not been met. Maslow includes the

desire for cognitive needs (to know and understand) and aesthetic needs (craving for

beauty) as preconditions for self-actualization. In an organization this can include

personal growth plans and can include the freedom to organize one‟s workplace to suit

personal preferences.

Chapman (1995) and Huitt (2004) adapted and expanded Maslow‟s initial hierarchy to

include eight levels as shown in figure 2.16.

Figure 2.16: Adapted Hierarchy of Needs model

Source: Huitt, 2004:1

Transcendence

Self - Actualization

Aesthetic Needs

Belongingness & Love Needs

Cognitive Needs

Esteem Needs

Safety Needs

Physiological Needs

89

Maslow referred to cognitive needs, aesthetic needs and transcendence but he did not

include them as separate levels in his hierarchy of needs.

Cognitive needs – include the need to know more, to understand, to explore, and the

need to give meaning to situations and things.

Aesthetic needs – the need to search for beauty, balance, form, symmetry and order.

Self-Actualization needs – realizing your own potential, self-fulfillment, seeking

personal growth. Self-actualized people are problem-focused and have the ability to

have peak experiences.

Transcendence – the need to connect to something beyond yourself, to help others

realize their potential and the need to help other people achieve self- actualization.

Rogan and Grayson (2003) mention that a teacher‟s attitude, commitment and

confidence are important when innovation is introduced. A teacher must also be willing

to try new ideas. Teacher commitment and identity are all about motivation, self esteem,

values and self-actualization. When the basic needs of the science teachers can be

established and catered for, they might be motivated to reach for and realize higher

needs like self esteem and self-actualization. Intrator and Kunzman (2006:42) believe

that most professional development programmes do not address teachers‟ deepest

personal, social and situational needs These authors conclude that if the education

system wants to foster teacher growth and student learning over the long term,

teachers‟ souls and needs should be addressed. In the same way that Chapman (1995)

argues that Maslow‟s concept of self-actualization give organisations the ability to

provide meaning, purpose and personal development to employees, it is the belief of

this study that Maslow‟s concept of self-actualization can be applied to the personal

development of teachers.

90

Warner (1975) uses Maslow‟s needs hierarchy when referring to the problems student

teachers experience in their teaching practice. According to Warner (1975:7) student

teachers experience safety needs as they are filled with fear and anxiety when they

start their teaching practice. This also applies to newly trained teachers or experienced

teachers at a new school. Teachers having to implement a new curriculum or policy can

also experience feelings of fear and anxiety.

Student teachers, newly qualified teachers and new teachers at a school can feel that

they do not belong and thus they feel alienated (Maslow level three). These individuals

can feel the need to be evaluated by their superiors or school management or they can

feel inadequate (esteem needs) (Warner, 1975). Because the basic needs are not met

Warner (1975:14) states that most student teachers do no advance beyond the fourth

level in Maslow‟s hierarchy. This might be the case for many experienced teachers as

well.

Intrator and Kunzman (2006:39-40) are of the opinion that too many professional

development programmes focus on content, teaching methods and learning outcomes

(the basics). They suggest that professional development programmes should focus on

the sense and purpose of teaching. Teachers should be engaged in activities that

encourage self-reflection, personal growth and self-awareness. Schön (1983) stresses

the importance to create places where teachers can conduct reflective conversations in

order for professional knowledge to develop. In other words, the soul of the teachers

should be nurtured (Maslow‟s growth needs). These authors propose that professional

development should begin with helping each individual articulate a personal vision; a

dream. This exercise can then be expanded to include the rest of the staff and foster a

sense of shared purpose by setting a goal or vision for the school as a whole. The

group as a whole will then have a collective passion and mission. Teachers attend two

or three day workshops spread out over two to three years. In these workshops

teachers‟ purposes are clarified, their emotional resources rejuvenated and their inner

self nurtured as colleagues discuss their problems and reflect on their teaching and their

students. Teachers attending these workshops experienced a renewed sense of

91

passion for teaching, introduced creative learning strategies, took on leadership roles in

their schools and appreciated their collegial relationships more.

The same approach can be used when introducing educational change. Intrator and

Kunzman (2006:40) are of the opinion that: “Educators will not change their practice,

adopt new methods or rethink their approach if they do not believe in the goals of the

reform.” To achieve educational change it is important to involve purpose, passion and

hope. All of the above refer to Maslow‟s higher needs. Intrator and Kunzman (2006)

suggest that Maslow‟s hierarchy should be inverted and professional development

programmes should address the personal growth needs first, before addressing basic

educational practices as content, teaching strategies and outcomes.

The importance of personal growth and reflection are important to address during

professional development but not in the way addressed by Intrator and Kunzman (2006)

through the inversion of Maslow‟s (1987) hierarchy. The reason for this is proposed in

the next section on teacher identity below, as well as an alternative approach to

professional development.

2.6.6.5 Teacher identity and agency during professional development Teacher identity and agency during professional development should be addressed to

empower teachers to implement a new curriculum successfully. These two concepts are

briefly described below.

Teacher professional identity is defined by Lasky (2005:7) as the way “teachers define

themselves to themselves and others”. From the literature (Lasky, 2005, Smit and Fritz

2008) it is apparent that teacher professional identity is regarded as a part of individual

capacity, which includes qualities such as personal commitment and a willingness to be

empowered. A teacher‟s professional identity can be shaped by the school environment,

reform and political contexts. Teacher professional identity can only be addressed when

personal, social and situational needs are addressed.

92

In his structuration theory Giddens (1984) describes the relationship between an

individual (which he regards as an agent) and the environment (which he views as the

structure). The agency of an individual is described as the capacity or competency to

change his/her own life as well as that of the environment surrounding him. At the same

time the agent is also shaped and influenced by the environment, social and individual

factors (structures).

Lasky (2005) and Wertsch (1991) build on Gidden‟s (1984) theory and introduce the

term “mediated agency” in a sociocultural approach to agency. This concept gives

priority to the influence of the social context (for example community of practice) and

cultural tools (for example school values) shaping the agent. Lasky (2005:5) proposes

that curriculum reform serves as a mediating system that influences both teacher

agency and teacher professional identity. The elements influencing their agency can

include available resources, policies and values of the school.

Lasky (2005:42) found that both teacher agency and professional identity are

“systematically eroded” during educational reform strategies. The erosion of teacher

agency and professional identity occur when policy changes are implemented using

new tools such as new curricula and assessment policies. Highly prescriptive ways of

implementing the new policy also change teachers‟ identities and agencies.

In this study it is proposed that professional development should be done in such a way

that teachers can reclaim their space as agents of change in order to form new

professional identities and successfully change their teaching practices.

93

2.6.7 The OUTCOME Figure 2.17: The outcome in CHAT


With reference to figure 2.17, the outcome of CHAT in this study is the successful

implementation of the NCS or any new curriculum by a self-actualized and confident

teacher.

Mushayikwa and Lubbe (2008:378) explain that professional development for teachers

has changed and is now seen as a process of acquiring skills, content knowledge and,

importantly, also values and personal qualities. The outcome of professional

development according to these authors has changed from external expertise to

empowerment of teachers. When teachers are empowered they will take responsibility

and initiative for their own professional development based on their own needs. If

teachers are empowered to be self-directed they will have the drive to want to learn new

things, the ambition to discover new practices and be open to new experiences and the

people around them (Mushayikwa and Lubbe, 2008:379). This study believes that when

teachers are empowered they will be able to implement any curriculum successfully.

TOOLS

SUBJECT

RULES

COMMUNITY

DIVISION OF LABOUR

OBJECT

OUTCOME

94

In this study it is argued that the increasing policy and curriculum changes imposed on

the science teachers affect their teacher identity and disables them to realize their

professional identity as teachers to the full. If the outcome of the activity is to have

confident and self actualized teachers who can effectively implement the NCS or any

other new policy, teacher identity and personal growth of teachers have to be

addressed in professional development programmes.

2.7 CONCLUSION

The purpose of this literature study is to determine current knowledge on problems

experienced in science teaching, to establish a solid conceptual framework for the study

and to investigate current trends in professional development of science teachers.

Through the literature study it has become evident that many problems occur in

teaching in South Africa today due to various factors, one being the implementation of

the NCS. The activity system to be studied is how the science teacher (the subject)

through mediation by tools, rules, the community and the influence of the division of

labour can professionally develop (object) to reach the outcome of successfully

implementing the NCS or any other new policy.

The main generic problems emerging from the literature are the role of subject advisors,

role of school management, teachers and teaching practices and OBE principles

obscuring teaching. The specific problems pertaining to science teaching that emerged

are lack of laboratory skills and science equipment. Lastly the (lacking) PCK of science

teachers were identified as a big concern. Once the problems are identified a

conceptual framework is developed to guide this study.

CHAT is chosen as conceptual framework and GPS to guide this study. CHAT is

discussed in detail as well as the maps or lenses that are used inside the GPS with

which to view professional development. These include the theories of Hoban (2002),

Vygotsky (1978), Rogan and Grayson (2003), Maslow (1987), and Lasky (2005). The

activity system studied, in line with the CHAT model, is how the science teacher (the

95

subject) can develop professionally (the object), through the mediation of tool, rules, a

community and the division of labour, to reach the outcome of successfully

implementing the NCS or any other new policy. The tools include resources available,

the NCS documents and textbooks. Rules refer to the rules and norms of the school

environment, the rules and regulations of the Education Department as well as the

guidelines of the NCS. The community refers to the school community, the community

of practice of the science teachers as well as the ecology of practice formed in the

cluster meetings. Division of labour includes the different responsibilities and tasks that

the science teacher has to engage in.

A top-down approach to professional development was followed in South Africa. The

DOE decided on the changes to implement as well as the time frame for implementation

(Rogan and Grayson, 2003). Top-down implementations usually rely on mandates,

policy documents, external assessment and prescriptive methods. From the literature

study in this chapter it is apparent that changes brought about by this type of

implementation are superficial and do not last. Sergiovanni (1998) suggests that change

forces brought about via school communities (communities of practice) are more

effective and longer lasting.

Based on the approaches discussed in 2.6.6 this study adopts the following ideas

regarding professional development and empowerment of science teachers:

the implementation of any new curriculum or policy should be done within a

community of practice which corresponds with Vygotsky‟s (1978) idea that

learning is a social endeavor. The professional development of science teachers

in this study is viewed from social constructivism as lens

the learning and teaching experience of the teachers is viewed in accordance

with Rogan and Grayson‟s (2003) profile of implementation

the capacity to support teachers to implement innovation from within the

school as well as outside support is evaluated using Rogan and Grayson‟s theory

of implementation

96

the more experienced teachers in the community of practice are seen as the

knowledgeable other or keystone species

personal development or social wellbeing of teachers are addressed via

Maslow‟s (1987) hierarchy of needs theory and Lasky‟s (2005) view of the

relationship between teacher agency and teacher identity

After determining the needs of and problems that science teachers experience and

observing how the community of practice operates in the chosen school,

recommendations are made on how professional development of science teachers can

be done in a holistic manner from within a school community. The professional

development should address the professional, social and personal development of the

teachers in order to empower them to act as agents of change and take up their

professional identity as teachers. The research methodology used in this study to

achieve the above-mentioned objectives, is discussed in the next chapter.

97

CHAPTER 3

METHODOLOGY 3.1 INTRODUCTION When starting a research study a researcher has to make several decisions. These

decisions include the research design for the specific topic, the theoretical framework or

paradigm and specific methods or types of genres used to obtain and analyze the data

generated. The decisions to be made are directly linked to the purpose of and the

research questions that guide the study.

The purpose of this study was to investigate the problems that science teachers at a

specific school experienced with the implementation of the NCS, the needs of these

teachers and how these needs could be addressed within the community of practice.

The research questions focus on the essence of the lived experiences of the teachers

and how their professional development is facilitated within a community of practice.

This chapter focuses on the best research approach to follow in order to answer the

research questions. The chapter includes the research design and research methods

chosen to guide the study. The type of sampling chosen, instruments to use,

procedures to follow and data analysis techniques to apply are discussed. Issues

pertaining to reliability, validity and ethical concerns are also addressed.

3.2 RESEARCH QUESTIONS AND OBJECTIVES The research questions that guide and determined the choice of research approaches

are:

1. What are the problems experienced by science teachers in the implementation of

the NCS?

1.1 What are the needs of the science teachers (Natural-, Life- and Physical

Sciences) in the implementation of the NCS?

1.2 What is the essence of the teacher‟s experiences in implementing the

NCS?

98

2. How can the professional development of science teachers be facilitated within

their communities of practice in the implementation of the NCS?

2.1 What is the nature of the community of practice in the sample school and

what role does a keystone species (if any) play in this community?

2.2 How does a science teacher perceive the influence of the community of

practice on his/her professional development?

Linked to the purpose and research questions are the objectives of the study. The

objectives for this study specifically refer to each research question and include the

identification of:

1.1

problems that teachers experience in adhering to the requirements of the NCS,

pertaining to subject knowledge, didactic knowledge and management issues

problems teachers experience with practical work and scientific investigations

specifically in terms of group work performed by learners

problems teachers experience with assessment tasks

1.2

problems teachers experience with confidence, motivation, self esteem and

professional attitudes

the professional development growth needs of teachers regarding pedagogical

content knowledge (PCK) associated with specific topics addressed in the NCS

2.1

the support teachers experience in their communities of practice

the role keystone species play in this community of practice

2.2

the principles underlying continuous professional development

interventions by the GDE, for example, short learning programmes and

workshops.

99

3.3 RESEARCH DESIGN Research designs are the plans and procedures used to construct the research

process. The chosen design includes the entire spectrum from assumptions made to

the methods of data collection and analysis (Creswell, 2009:3). Henning et al. (2004:1)

refer to the whole research process as a home of knowledge or an epistemological

home. In terms of this metaphor the research design chosen for this study resembles

the architectural plans for the custom-designed research home of the study. The

selection of a research design depends on what the researcher is trying to find out, i.e.

what the specific research questions are and which design offers the best way to obtain

useful answers (Silverman, 2000:1). In this study the best choice fitting the research

problem is a qualitative research design.

This study is investigating the problems science teachers experience within their

communities of practice. It further explores the essence of the teachers lived

experiences in implementing the NCS as well as the principles underlying the science

teachers‟ professional development. Qualitative research according to the literature

(Creswell, 2009, Denzin and Lincoln, 2005, Silverman, 2006, Henning et al., 2004) is

used to explore and understand social and human problems, to interpret phenomena in

terms of the meaning people make of their own lives and includes an activity in which

the observer (researcher) is located in the natural settings of the participants while

generating data. This description fits the type of research done in this study and the

choice of a qualitative design seems appropriate.

Both Denzin and Lincoln (2005:4) and Henning et al. (2004:11) describe the qualitative

researcher as a bricoleur or maker of quilts. The bricoleur has different materials, tools

and methods available to use. The bricoleur in this study will be creative and design the

research quilt according to the purpose of the study using various research methods

and incorporating different instruments, namely interviews, observations, and studying

artefacts such as documents and photo images in order to complete the quilt.

100

3.4 RESEARCH METHOD Once the research design has been established the next step is to choose the most

appropriate research strategy or research method to answer the research questions.

The choice of research method or strategy within the qualitative design genre include

narrative research, phenomenology, ethnography, case study and grounded theory

(Creswell, 2007, Johnson & Christensen, 2008). The specific type of methodology

chosen to guide this research is a phenomenological case study. A case study was

chosen as a single school is taken as sample to understand and explore the issue of the

science teachers implementing the NCS and their professional development within their

community of practice. This chosen school is regarded as a bounded system in

accordance with the definitions of a case study by authors like Johnson and

Christensen (2008), Creswell (2007) and Henning et al. (2004). According to these

authors the “bounded” refers to the boundaries of the system, the case to be studied; in

this study a certain school. The “system” refers to activities, interrelated elements or

people inside the bounded system. The system will be studied by using Cultural

Historical Activity Theory as a lens.

A case is seen as a holistic entity comprising of different systems acting within the

boundaries. Within the boundaries of the chosen case, many different systems operate.

The school in this study is a school community consisting of a management team,

subject teachers, learners, buildings and resources, to name a few of the systems. The

school community also consists of different communities of practice, the science

teachers of the school being such a community or system. A case study does not

always focus on the case as an object but can include an event, activity or process

(Johnson & Christensen, 2008:407). The professional development of the science

teachers (a process) implementing the NCS (an activity and event) is typical of such a

case study. The different communities of practice as well as the processes and activities

will be viewed as a holistic entity. When using the case study as a method of research

multiple data collection instruments are used (Cresswell, 2008:74 and Henning et al.,

101

2004:32).In this case study different types of interviews, observations, documents and

photos are used as instruments.

Johnson and Christensen (2008) and Creswell (2007) refer to three different types of

case studies, namely intrinsic, instrumental and collective case studies. The type of

case studied in this research is an intrinsic case study as it researches a single case in-

depth. An intrinsic case study focuses on the case itself and provides a detailed

prescription and in-depth study of a specific case and its context (Creswell, 2007:76).

Researching how the science teachers of a single school implement the NCS within

their specific community of practice sets the context for an intrinsic case study. One of

the objectives of the study is to understand the activities and relationships inside the

community of practice, viewing it as holistically as part of the school community.

The advantage of using an intrinsic case study is that all the time and effort of the

researcher can be focused on one specific case. This can result in an in-depth analysis.

The challenges or disadvantages associated with a single case study revolve around

the identification of the bounded system to be studied as well as the issue of

generalization (Johnson & Christenson, 2008:406 and Creswell, 2007:10).The specific

case or school to be studied was carefully selected to be representative of the current

problems experienced in science teaching in the South African school system. If the

needs and problems of the science teachers in the case study can be identified, it can

be addressed in future professional development programmes aimed at empowering

teachers.

As mentioned, this approach will carry a flavour of a phenomenological method as it will

focus on searching deeper into the natural settings and feelings of the participants -

their lived experiences. During a phenomenological research study one tries to

investigate how several participants perceive, experience and react to a certain

phenomena (Johnson & Christensen, 2008:48, Fraenkel & Wallen, 2009:428).

102

Searching for the essence is the cornerstone of phenomenological research (Fraenkel &

Wallen, 2009:429). Accordingly, as this is a phenomenological study, the focus will be

on describing what all participants have in common, which is known as the essence of

the experience. Creswell (2007:59) views phenomenology as an interpretative process

as the researcher not only describes the phenomenon but makes an interpretation of

how the participants experience the specific phenomenon. Van Manen (1997:9) sums

up phenomenology as follows: “it aims at gaining a deeper understanding of the nature

of everyday experience.”

Certain authors (Creswell, 2007, Johnson & Christensen, 2008, Moustakas, 1994) refer

to the term “bracketing” when a phenomenologist wants to experience the phenomenon

in its purist form. This happens when a researcher sets aside his/her own experiences

to focus on the specific phenomenon under investigation. To bracket out one‟s own

experience is not hundred percent possible, but the researcher should describe how

they experience the phenomenon at the start of the research and then try to bracket out

these views. In this study the researcher attempts to bracket out personal experiences

of the implementation of the NCS before the research started.

The phenomenon to be studied in this case is the implementation of a new curriculum

(the NCS). The goal is to enter the inner world of the participants and to understand

how they construct personal meaning from their lived experiences of this phenomenon.

Different experiences mean different things to different people. This study wants to find

out what the specific problems are that the teachers experience with the implementation

of the NCS and how they feel about the implementation and accompanying problems in

order to identify the needs that have to be addressed, i.e. how did they live through the

changes resulting in the implementation of the NCS. To be able to experience these

needs and lived experience, the researcher becomes a participant observer in the

chosen community of practice. Data was collected by observing the teachers‟

behaviors, studying documents (files, learners books, portfolios, tests, exams and

circulars) and by engaging in their activities and through interviews. By being actively

103

involved in the school it will be possible to focus on how teachers‟ needs are addressed

in the community of practice.

Henning et al. (2004:34) use the term phenomenological case study if a study is within a

so called “bounded system” and uses “phenomenological” methods. This study adopts

their view and chooses the phenomenological case study as research method. This

study attempts to understand the essence of how the science teachers experience the

implementation of the NCS, as phenomenon, from within their communities of practice.

This happens inside the bounded system of a specific school, therefore a case study.

3.5 DATA COLLECTION Based on Creswell‟s view (2007:118) of data being a series of activities that are

connected to each other, the data collection activities for this study is presented in

Figure 3.1.

Figure 3.1: Data collection cycle

Source: Adapted from Creswell, 2007:118

104

Each of the data collection activities are now discussed in more detail. 3.5.1 Site selection In selecting a site to use as case study purposive sampling was used. The following

points mentioned by Johnson and Christensen (2008) and Cohen, Manion and

Morrison, 2002) and Creswell (2007) were considered in choosing the sample.

the purpose of the research

beware of backyard research

the representativeness of the sample

availability of participants

accessibility of the site and participants

sample size

costs involved

The purpose of the study is to study science teachers implementing the NCS. Hence it

was important to choose a high school offering Natural-, Life- and Physical Sciences as

subjects. Conducting the research at a high school in the immediate environment of the

researcher was very tempting as a good relationship with the science teachers and

principal of one such a school does exist. This would make data collection and gaining

access much easier. Two factors prohibiting of doing so: Creswell (2007:124) warns

against “backyard research” among people you know as it is difficult to adopt the role of

researcher with such participants and the disclosure of private information might also

become an issue. The second reason for not using the nearest high school is that the

sample needs to be representative of the current South African educational system. The

high schools in the area where the researcher lives are mostly ex model C schools,

drawing students from mainly middle class to affluent families and are not

representative of the population of South Africa.

Having rejected the schools described above, it was decided to choose School of Hope.

This school is situated in the Gauteng Province and was chosen for the following

reasons:

105

The university has a partnership with this particular school as part of their

community engagement programme. That will make it easier to gain access to

the school and the teachers

The school has many learners from disadvantaged backgrounds and faces

challenges with resources which is typical for the majority of schools in South

Africa

The school‟s geographical location is such that it is easy and safe to access

The school has a community of five science teachers and two heads of

department. This number of participants is ideal to work with as a case study.

The school is part of a cluster of schools in the school district it falls in

All the teachers are well-qualified or are busy furthering their studies.

Having chosen a school, the next step was to obtain the necessary permission to gain

access to the school.

3.5.2 Gaining access and obtaining permission - ethical concerns To gain access to conduct research in a government school, permission was obtained

from the Provincial Department of Education by completing a research request form

(appendix A). A written and verbal explanation was provided to the participating school

principal (appendix B) as well as the participating teachers (appendix C).

Social researchers have a twofold responsibility to take into consideration. On the one

hand, they have to consider the search for new knowledge and truth, and on the other

they have to consider the participants in the generation of that knowledge. This dual

responsibility is what ethics is about. Cohen et al. (2002:56) use Cavan‟s definition for

ethics:

“Ethics is a matter of principled sensitivity to the rights of others. Being ethical limits the

choices we can make in the pursuit of truth. Ethics say that while truth is good, respect

for human dignity is better, even if, in the extreme case, the respect of human nature

leaves one ignorant of human nature.”

106

In this study the following principles as described in the literature (Johnson &

Christensen, 2008:108-119), Fraenkel and Wallen, 2000:43-51 and Cohen et al.,

2002:56–71) were applied:

Informed consent All the participants in this study signed an agreement form (see appendix B and

C) after being informed of the purpose of the study, the procedures to be

followed, the benefits and risks of the study.

Informed consent and minors Consent to conduct a focus group interview with a group of Grade 12 learners

was obtained from the parents or guardians, by them signing an agreement form

informing them of the purpose of the study and procedures to be followed (see

appendix D).After consent from the parents was obtained, assent was obtained

from the learners themselves. By giving assent the learners agreed to participate

in the focus group interview after being informed of all the features involved.

Freedom to withdraw It was explained to the participants and also printed on the agreement form that

they signed that they had the right to withdraw at any time of the study if they

wish to do so.

Confidentiality, anonymity and privacy According to Johnson and Christensen (2008:119) privacy refers to access other

people have to information about a person. People participating in research can

be very vulnerable to their privacy being violated. Privacy can be protected by

being sensitive to information given, by protecting the anonymity of the

participants and by keeping the information confidential. In this study all

information obtained about the participants is handled with great responsibility,

and is only shared with the supervisor of this study. In order to keep the

participants anonymous, pseudonyms were used throughout when referring to

them. The original digital recordings were disposed of after being transcribed and

all the field notes and documents are kept in a secure place.

107

By applying the above principles the researcher attempted to comply with reasonable

ethical standards.

3.5.3 Building Rapport Rapport-building started with an initial visit to the school to meet the principal and heads

of department. During this visit a possible date for the commencement of the research

was discussed. The date for the visit was later finalized by a telephone call.

The research was done at a later stage during a visit in the first week of March in 2009.

The first day was used to get to know the teachers and to build rapport. As this is a

phenomenological study attempting to determine the lived experience of the teachers

implementing the NCS, building rapport was essential. Building trust and understanding

between the researcher and the teachers is very important so that teachers can be

encouraged to open up and share their inner feelings and experiences with the

interviewer. It is also important for the researcher to experience the social interaction

between the science teachers in order to observe how this community of practice

operates. This week of intensive engagement with teachers in the school was followed

up by a number of day-visits to the school on various occasions.

3.5.4 Generating and recording data Mason (2007:52) uses the term generating data rather than collecting data for

qualitative research and is based on the argument that a qualitative researcher cannot

be seen as completely neutral when collecting data. The term generating data includes

intellectual, analytical and interpretative activities (Mason, 2007:52). Because this is a

case study, a wide range of data generating strategies have been followed in order to

build an in-depth understanding of the problems and needs of the science teachers

(Creswell, 2007:75). Data generating strategies that would help to understand the

specific case and answer the research questions were observations, interviews, focus

groups, documents and visual media. To accommodate the phenomenological flavor of

this study, one of the main data generating activities was in-depth interviews with the

respective science teachers. Johnson & Christensen (2008:203), Creswell (2007:132)

108

and Henning et al., (2004:50) all recommend interviews as the best way to generate rich

data for a phenomenological study. The data generating strategies applied in this study

are briefly discussed below.

3.5.4.1 Observations The type of observation done in this study was what is described by Johnson and

Christensen (2008:212) as qualitative observation and included observing all relevant

phenomena without deciding beforehand exactly what will be observed and recorded. It

was decided beforehand that at least one lesson of each of the science teachers would

be observed. The observations were done in the natural setting of the science teachers

(their classrooms and school) and extensive field notes were taken. The role assumed

by an observer can vary along a continuum as explained by Johnson and Christensen

(2008) by figure 3.2:

Figure 3.2: Continuum of role assumed by an observer

Source: Johnson & Christensen 2008:213

The main role assumed by the researcher in this study was that of complete observer

but the role sometimes moved to observer-as-participant when conducting interviews.

The data generated during observations was written down in clear field notes for

analysis and interpretation at a later stage. The field notes of observations were both

literal (writing down word for word what was observed) and interpretative (writing down

an interpretation of certain observations).

Complete Participant

Complete Observer

Participant- as-

Observer

Observer- as-

Participant

109

Johnson and Christensen (2008:211) emphasize the observation of people in their

definition of observation research as: “the watching of behavioral patterns of people in

certain situations to obtain information about the phenomenon of interest.” In this study

the observation of the behavioral patterns of the science teachers, learners and school

management were observed. In addition to observing the people, the study includes the

observation of the total environment (including infrastructure and resources).

While attending lessons of the respective science teachers, the classroom practice,

science practical work, application of science in society and assessment practices were

observed. This was done in order to determine the level on which each teacher falls

according to the profile of implementation of Rogan and Grayson (2003) and Petersen

(2010). In order to determine the school‟s capacity to support innovation, the physical

resources offered by the school, the academic actions of teachers and learners, as well

as the interactions in the school ecology and between management and teachers, were

observed. The role and engagement of the science teachers and heads of department

in their community of practice were observed and the observer attempted to identify

teachers acting as keystone species within this community of practice. To determine

which needs on Malsow‟s adapted hierarchy of needs (in Huitt, 2004) were fulfilled, the

data generated through observations and interviews were combined.

3.5.4.2 Interviews As Johnson and Christensen (2008:207) explain : “interviews can be used to obtain in-

depth information about a participant‟s thoughts, beliefs, knowledge, reasoning,

motivations, and feelings about a topic.” This is exactly what the purpose of this study

was; to determine how the science teachers feel about and experience the

implementation of a new curriculum and policy. I agree with Silverman (2006) that

through interviews we get closer to people‟s lived experiences. The motivation of the

science teachers is just as important to determine when applying Maslow‟s hierarchy of

needs.

110

In accordance with hints suggested by Johnson and Christensen (2008:204) and

Fraenkel and Wallen (2000:513) the following were taken into account during the

interviews:

Establish rapport and trust with your interviewee

Empathy and neutrality

Using non-verbal nods and verbal “um-hms” to show interest

Monitoring yourself

Sensitivity toward gender and cultural differences

Providing sufficient time for the interviewee to answer

Maintaining control of the interview and keeping the interview focused

One-on-one personal interviews were conducted with each science teacher in the

senior and FET phase as well as the two heads of department and the school principal.

A quiet private place free from distractions, like an office, empty classroom or store

room was used for the interviews (Creswell, 2007). Before every interview permission

was asked from each interviewee to electronically record the discussion. It was

explained to them that this was done so that the interviews could be transcribed

accurately later on. The duration of each interview was less than one hour.

Semi-structured open-ended interviews were conducted with the science teachers, two

HOD‟s, the principal and some science learners. These were conducted when the

wording and sequence of the questions were formulated in advance. Although this

approach is less flexible, it ensured that the same type of information was gathered from

all the participants and that essential topics were not omitted. The interviewer did

change to a more flexible approach when necessary by changing the sequence and

wording of the questions (Johnson & Christensen, 2008).

A focus group interview with all the science teachers and their heads of department was

held to obtain important information regarding the relationships in the community of

practice as well as to establish how the group members thought and felt about the

implementation of the NCS. Another focus group interview was held with a group of

111

grade 12 learners who study both Life Sciences and Physical Sciences. The researcher

acted as facilitator during this focus group to keep the group focused on the topics to be

discussed. Open-ended questions were used to structure and guide the focus group

interviews (Johnson & Christensen, 2008, Creswell, 2007 and Mason 2007).

An interview schedule (see appendix D) adapted from Henning et al. (2007:56,158,159)

was followed for the individual interviews. Some of the questions were used in the focus

group interviews with the teachers as well for triangulation purposes.

Although interviewing is a challenging and complex method to generate data (Mason,

2007:62), it is an essential method in this study. It is challenging as it is a lengthy

process to conduct and transcribe the interviews. In phenomenological interviews, as in

this study, it is difficult to ask the appropriate questions and one has to rely on the

interviewees to express their lived experiences in a meaningful manner. Despite these

problems, it is believed that only by this type of method the needs and lived experience

of the science teachers could be determined.

3.5.4.3 Documents Modern organizations like schools are very much dependent on paperwork. Silverman

(2006:58) argues that in order to understand how organizations function and operate, it

is essential to include documents as instruments to generate data from. In this study

documentation observed included teacher files, learner portfolios, learner workbooks,

minutes of meetings, inventory of the science store room and documentation received

from the Provincial Department of Education. Each science teacher participating was

issued a journal for reflection and asked to write down their experiences during the

week of the research. Unfortunately none of the teachers kept a journal during this time,

claiming that they forgot or did not have the time to do so.

Silverman (2006:56) mentions that documents must not only be regarded as secondary

data to validate and support primary data (like interviews and observations), but that

documentation must be seen as data in their own right. In this study documents were

112

viewed as serving a dual purpose. They were viewed and analyzed as primary data, but

were also used in triangulation to validate certain data obtained from other sources.

Henning et al. (2004) warn against the use of documents for their content only.

Silverman (2006:59) mentions that when analyzing documents one should observe the

type and form of language used, the context of the documents (which other documents

do they refer to), to whom they are addressed (consumption) and who is their author

(production).In this study documents were analyzed in their totality, taking the above

into account and not just focusing on their content.

3.5.4.4 Visual data Johnson and Christensen (2008:532) refer to the saying that “a picture is worth a

thousand words” when discussing the use of images in qualitative data generation.

Images like photographs are important data generating instruments. Photographs were

taken of the science lab and the library as they are vital resources in the implementation

of the NCS. The photographs were used to observe the infrastructure of the science lab

and the library, for validation of data, but also as Silverman (2006) argues as

representations of social and cultural processes taking place.

3.5.5 Analyzing data The next step after generating data is to analyze it. Mason (2007:147) refers to data

analysis as “Doing something with the products”. Cohen et al. (2002:147) refer to it as

organizing and making sense of the data. This step in the data collection cycle is very

important and Henning et al. (2007:103) call it the “heartbeat” of the research. Cohen et

al. (2002:147), Creswell (2007:148) and Mouton (2001:108) argue that data analysis

consists of the following main tasks:

preparing and organizing the data

reducing the data into themes (using coding)

representing the data in figures, tables or discussions

In this study data analysis includes these three tasks in order to answer the research

questions posed at the beginning of this chapter.

113

3.5.5.1 Preparing and organizing the data All field notes, observations, interview transcripts, document and images were filed

chronologically. The file containing these records was treated as confidential and kept

secure as suggested by Mason (2007:148). The filed data records were read literally,

interpretatively and reflexively. Mason (2007:149) explains that literal reading means

searching for the content, the language and words used as well as the structure of the

dialogue. Reading the data interpretively involves understanding the collected data and

reflexive reading refers to establishing the researcher‟s role in the data-generating

phase. 3.5.5.2 Reducing the data into themes (using coding) Saldana (2009:3) explains that a code is “a word or short phrase that symbolically

assigns a summative, salient, essence-capturing name for a portion of language-based

or visual data”. Saldana (2009:6, 8) further explains that coding is a heuristic technique

without following a specific method or formula. He explains that when coding, the

analytical lens is used.

When coding was applied to the data in this study in-vivo coding, as well as descriptive

coding and value coding were used as filters. In-vivo coding is when the code is taken

from exact words spoken by a participant, while descriptive coding (or topic coding) is

used when summarizing what is said in a passage by one word or a short phrase. Value

coding reflects a participant‟s values, attitudes and beliefs. Saldana explains that when

applying two or more types of coding as in this study it is also known as simultaneous

coding (Saldana, 2009:62, 70, 74).

After coding was applied to the data, codes sharing the same characteristics were

grouped into subthemes. Similar subthemes were then grouped together to form

concepts or themes. The themes or concepts can eventually be shaped into theory

(Saldana, 2009:11, Henning et al., 2007:105, Creswell, 2007:151). Saldana (2009)

explains it using a figure 3.2:

114

Figure 3.2: Saldana’s codes theory model for qualitative inquiry

Source: Saldana, 2009:12

The following pitfalls, as identified by Saldana (2009) and Creswell (2007) were

considered when coding was applied: having too many themes, and using pre-existing

themes or codes and documenting the frequency of codes. They suggest between three

and seven themes as the ideal, although it is not a fixed rule. The frequency of a code

was observed as an indicator of importance, but counts are not reported in the report.

Codes were derived inductively, by not deciding on themes or codes beforehand. Codes

were derived while the data was analyzed. Creswell (2007:152) calls theses pre-existing

codes priori codes. Such inductive method was chosen in this study due to the fact that

priori codes or sub-themes tend to limit the analysis, while open codes reflect the views

of the participants in a more comprehensive way.

Code

Code

Code

Code

Code

Code

Category

Subcategory

Subcategory

Category

Themes/ Concepts

Co

Themes/ Concepts

Co

115

3.6 DISPLAYING AND COMPARING THE DATA

Mason (2007:170) explains that organizing, comparing and displaying data is not just an

administrative or technical chore; it is part of the analytical strategy. When analyzing the

data in this study the following main points mentioned by various authors are viewed as

important and were taken into consideration (Mason, 2007:166-171, Creswell,

2007:154-155, Cohen et al., 2002:148-149, Johnson & Christensen, 2008:542-550):

Looking for relationships or connections between categories or themes

Looking at the categories or themes in a contextual and holistic manner

Drawing diagrams to explain the relationships between the parts and the whole

Writing explanations and making summaries

Mason (2007:166) argues that looking for relationships and viewing the categories in a

holistic manner is very important in a case study. In this study it is important to retain a

holistic view as a school has many organizational and managerial processes and

communities of practice operating within it.

3.7 TRUSWORTHINESS, VALIDITY AND RELIABILITY

Trustworthiness encompasses ways in which qualitative researchers ensure that their

work is valid, reliable and credible (Glesne, 2011). Both validity and reliability are

important keys to effective research. If research is not valid or reliable nobody will be

able to use it and it will be worthless. Johnson and Christensen (2008:143) explain the

difference between these two terms as follows: reliability refers to the consistency or

stability of the data collected, while validity refers to the accuracy with which the

interpretations are made. Cohen et al. (2002:105) emphasize that validity can be viewed

as a matter of degree rather than an absolute state. Creswell (2007:207) sees validity

as the accuracy of the findings and he views validation as a process followed when the

researcher employs certain validation strategies. In this study validation is viewed as a

process and certain validation strategies are employed as discussed below:

116

The validation strategies used to contribute to trustworthiness, as described by

Cresswell (2007:207-210) and Cohen et al. (2002:109–115), followed in this study are:

Prolonged engagement in the field

The sample school was visited for a week and follow-up visits were conducted.

All activities and procedures were observed, the culture of the school was

experienced and rapport and trust with the teachers and management were built.

Triangulation

Two or more sources or methods of generating data were used to explain the

richness of the observed phenomena. In this study data was generated using

multiple methods namely: observations, documents, personal interviews with

several teachers, focus group interviews with students and teachers and taking

photographs. By doing this it is ensured that researcher bias is reduced and that

different methods of data generation yield similar result.

Member checking

This strategy involves taking the generated data back to the participants in order

for them to judge whether what was written and understood about them

accurately reflects reality. This was done during the focus group interview with

the science teachers.

Clarifying researcher bias

Researcher bias must be clarified before the data generation starts. The

researcher decided to stay as objective as possible, but also to write down any

field notes as accurately as possible and to transcribe all interviews as accurately

as possible, using the participants‟ own words.

Rich, thick data description

This entails that the researcher describes the participants and the setting in

detail. In doing so readers of this study are enabled to use the information given,

in other settings for future research on the same topic. It was attempted to give a

rich description of each of the science teachers involved as well as the school

setting as a whole.

117

Validation of instruments

The instrument used for lesson observations and interview evaluations was

constructed using Rogan and Grayson‟s (2003) and Petersen‟s (2010) table of

Profile for implementation (table 4.1). The interview questions used were

validated by testing them on peer researchers.

Creswell (2007:209) recommends that researchers apply at least two validation

strategies in a given study. All of the five strategies above were applied in this study.

The data generated and findings should therefore be viewed as reasonably valid.

Reliability of the data generated was addressed by using a digital recorder during the

interviews, and by using the same list of questions for the interviews and by taking

photographs.

3.8 CONCLUSION

In this chapter an overview was given of the route and practices that were followed in

order to answer the research questions. The reasons for using a qualitative research

approach were explained. Arguments were stated for case study and phenomenological

methods being applied. It was explained that interviews, documents, observations and

photos were used as instruments to generate and obtain data. Ethical considerations as

well as validity and reliability issues where taken into account as far as possible. In the

chapter that follows the data generated will be discussed and interpreted in detail.

118

CHAPTER 4

PRESENTATION AND ANALYSIS OF DATA COLLECTED 4.1 INTRODUCTION In this chapter the data collected will be presented and analysed. As this is a

case study the starting point is a profile of the selected school, which serves to

provide the context of the environment before taking a journey through the rest of

the data collected. The data generated through interviews, observations,

documents and images was coded directly into meaningful segments and

labelled with words or phrases. In vivo as well as descriptive codes were used in

an inductive manner. The inductive manner was chosen in order to “open up” the

codes to reflect the personal views of the science teachers and their lived

experiences as far as possible. Patterns and relationships between the codes

were identified and the codes were then grouped into sub-themes or broader

categories. The broader sub-themes were eventually funnelled into seven major

themes. The number of codes per theme (enumeration) will be used as an

indicator of the importance of the specific theme for the science teachers, but no

counts will be reported as this is a qualitative study. The aim is that by identifying

the specific experiences and problems faced by science teachers in this

particular school and viewing them holistically (systematically), recommendations

can be made. This will be done in Chapter 5.

4.2 PROFILE OF THE SCHOOL When discussing the profile of the school a systemic approach is followed in

order to obtain a holistic picture of the school when applying the CHAT lens. The

history and context of the school are discussed first, then the learners, school

management, the utilization of venues, the budget and lastly the profiles of the

individual science teachers participating in the study. Most of the information

used below was collected during an interview with the school principal.

119

4.2.1 History and context of the school The school is situated in an older part of a metropolitan city in the Gauteng

province. The school is a beautiful old red face brick, double storey building with

sandstone inlays at the corners and at the entrance. The school building is

surrounded by big grounds with lawns and trees. It was built in 1938 and the

building was proclaimed a historical monument. The school with its current name

and ethos began in 1996. Prior to that the school was known by another name

and the learners and teachers relocated to another area. The school premises

were left uninhabited. A soldier by the name of Solly observed many street

children not attending school during his patrols through the area. When realizing

that the school building was not utilized, Solly started the School of Hope (SOH)

to give the street children a safe place to learn. When Solly started the school he

planned to run it mainly as a vocational school. The school operated as a private

project and was dependent on donors only. In 1998 the DOE adopted the school

and it is currently run as a full academic school. The current principal joined the

school in 2003 as deputy principal, acted as principal in 2007 and was appointed

as principal in 2008.

4.2.2 The learners of the school At the time of the research the school had 789 learners. The majority of them

come from shelters and have no place to study and no parental support. Some of

the learners have parents but due to social problems they cannot do their

schoolwork at home. There are also many child-headed families associated with

the school. Some of the learners in the shelters, even grade 12 learners, have to

share one room with 20 other people and don‟t have any space to study

(interview with principal). The shelters do not always have electricity and if their

budgets are exhausted, the learners have to go without food. The school has a

feeding scheme run by the government as well as non-governmental

organizations (NGO‟s). On Fridays food parcels are issued for the weekend. Not

all the learners receive food, only the ones living in the shelters.

120

The school experiences a big problem with learner admissions. Learners are

admitted throughout the year. This makes it very difficult for the teachers to keep

updated portfolios and to catch up when learners are behind. When learners are

brought to the school by the shelter managers, the school is obliged to admit

them. Not all of them have proper school records and they are sometimes placed

in grades in which they cannot cope (interviews with Oscar and Thandi).The

school is multi-cultural as learners from various different countries, for example

the Democratic Republic of the Congo, Rwanda and Angola, attend the school.

The rest of the learners come from all over South Africa and represent most of

the official languages as their home language. Many of the foreign students

speak French at home (interview with Oscar). The fact that English is the second

language for all the learners makes it difficult for both teachers and learners to

engage in efficient teaching and learning. The teachers in the senior grades (10,

11 and12) offer extra lessons after school to catch up on the backlog. Because of

their socio-economic background some of the learners have problems to adapt

and cope in school. This manifests as behavioural problems, learning problems,

psychological problems and drug abuse (interviews with teachers and principal).

4.2.3 The discipline and management of the school The school environment was not always conducive to teaching and learning. In

2008 the school management team (SMT) decided to go back to the basics, to

turn the school environment around and change it to one conducive for teaching

and learning. The staff did a strengths, weaknesses, opportunities and threats

(SWOT) analysis. They started to manage the problem of teacher absenteeism.

They ensured that classes started on time and that teachers attended their

classes. The SMT realized that they had enough manpower in that they had

skilled teachers, but that it was not utilized fully. Many teachers taught subjects

they did not major in. This was then corrected. Another measure that was

introduced was selecting class representatives from the learners in the different

classes. These learners completed a form on teacher and learner absenteeism

on a daily basis as well as the activities done in class. These forms were handed

121

to the SMT on Fridays. The forms were analyzed by the SMT and the necessary

action was taken (interview with the principal). The grade 12 pass rate of the

school in 2007 was 19%. In the 2008 it was 77% with a number of exemptions.

They had 41 candidates and 10 failed. Of the 10 learners, 6 wrote the

supplemental examinations in February 2009 (Situmo, HOD for FET phase).

According to Mpho four of the five learners wrote the supplemental exams in

2009, but the school has not received their results.

Security at the school is very good. When the bell rings for the school to start, the

gate at the entrance to the school grounds is locked and a security guard lets

learners in when they are late. They have to complete a late register. The school

is completely fenced in by a high wire fence. The school has a parent meeting

every term and learners receive report cards every term.

Figure 4.1: The security at the school is very good

Source: Photo taken by researcher

The school grounds are clean and neat and no litter is seen anywhere. The

inside of the school building is clean and neat. The classrooms need painting and

maintenance on the walls, doors, locks, the floor and some furniture. Learners do

122

not change classes when the bell rings, but stay in the same class all day.

Teachers rotate in an attempt to minimize disruption and wasting time. At every

visit to the school all the learners were in classrooms and everything seemed

organized and under control.

4.2.4 Utilization of venues The principal, deputy principal, Heads of Department and science teachers were

very helpful and willing to cooperate. The teachers rotate and move to the

different classes they have to teach. The classes in the senior phase are very full

and have to accommodate 40 to 50 learners. Some classes do not have enough

desks and chairs. Because a teacher cannot take responsibility for a specific

classroom no, or very few posters adorn the walls. There is no single staff room

for the staff to work, enjoy refreshments or socialize. Two empty venues, the

library and any empty class available, are used by staff for this purpose as they

do not have their own classroom to work in. All the teachers at the school are

adequately qualified.

There is one laboratory in the school to be shared by all the science teachers.

The taps in the laboratory need knobs and some equipment does exist (see

inventory in Appendix I). A store room for apparatus and chemicals is available.

The library is used by teachers as a work place. Books are piled on the floor and

on the shelves. The books on the floor are apparently very old and will be

removed by the GDE, but not replaced with new books. The library is not utilized

by learners. A few computers on a shelf in the library are out of order and the

computer lab is under renovation. One computer for the exclusive use of the

teachers is available in the library. A television set and video machine, both in

working order, are mounted in the library.

123

Figure 4.2: The school library Fig 4.3: Library used as workspace by teachers

Source: Photos taken by researcher

The school has a separate printing room with a huge printer in good working order.

Teachers have to get permission from their HOD (Head of Department) if they require

any printing for teaching purposes.

Figure 4.4: Audiovisual equipment Figure 4.5: The science laboratory

Source: Photos taken by researcher

124

Figure 4.6: The science laboratory and store room

Source: Photo taken by researcher

4.2.5 The budget School of Hope is a section 21 school. This means the money for the day to day

running of the school, allocated by the Department of Education, is deposited into

the school account. The amount of money allocated is determined by the number

of learners enrolled on the10th school day of every year. The teachers are

remunerated directly by the Department of Education. The school government

body (SGB) and the principal have to allocate this money to three main areas:

maintenance, learner teaching support material (LTSM) e.g. textbooks,

apparatus, teaching aids) and services (e.g. water and lights).The money is

allocated as follows: LTSM receives 55%, maintenance 33% and services 12%.

If LTSM is needed, the SGB and principal procure from the allocated budget by

submitting three quotations to the LTSM unit at the district office.

The school‟s budget is divided amongst the departments according to the

number of learners and the needs in each department. The language subjects

have the most learners while the sciences have fewer learners but more needs.

125

Each department submits a wish list through the HOD which is submitted to the

SGB for approval. There is normally a cut back on the wish list.

4.3 PROFILES OF THE SCIENCE TEACHERS PARTICIPATING IN THE STUDY

In order to get a bigger picture of the research it is necessary to explain who

participated in the study. Interviews were conducted with the principal of the

school, the two heads of department (HODs) as well as five science teachers.

The lessons of the five science teachers were observed and various documents

were studied.

It is important to note that pseudonyms have been used for all participating

teachers to protect their identity according to ethical principles subscribed by the

University of Johannesburg (UJ). Personal information was obtained from each

teacher through interviews. This information was used to compile a short profile

of each teacher.

Thandi Thandi is in her tenth year of teaching. She taught life sciences and technology

previously and started teaching natural science in 2007. Thandi has been

teaching at the School of Hope since 2007. She has a three year teaching

diploma and majored in biology and technology. She did take physical science as

a matric subject. Thandi is currently enrolled for her Advanced Certificate in

Education (ACE) with specialization in life sciences. Thandi was trained in OBE

and feels confident about the learning and teaching strategies of the NCS. She is

a very enthusiastic person who loves kids and enjoys working with them. Thandi

loves teaching.

126

Thabo Thabo has been teaching for 11 years. He has a teaching diploma and majored

in mathematics and physical sciences for secondary school learners. He

obtained his ACE for mathematics and physical sciences and is currently

enrolled for his first year BSc. He has been teaching at School of Hope since

1999. He used to teach mathematics and physical sciences to grades 10, 11 and

12. Since the previous year he is now teaching natural sciences at grade 8 and 9

level. Thabo initially started studying mechanical engineering but had to

terminate his studies due to financial problems. He decided to start studying

teaching as it was a more affordable option. When he started teaching he

realized that he actually enjoyed it and it changed his life. However, Thabo is

currently frustrated with teaching and is thinking of moving to the private sector.

Zaiwan Zaiwan is an experienced teacher who has been teaching for 22 years. He is

from another country but has been teaching in South Africa for the last eight

years. Zaiwan obtained a degree in his country of origin and majored in biology

and science. He is currently busy with the ACE and plans on doing his BEd

Honours after that. Zaiwan teaches life sciences to grades 10 and 11 and

mathematical literacy to some classes. Zaiwan is a very calm and confident

person. He has a passion for teaching and believes that the learners at the

school have great potential. Zaiwan enjoys teaching and intends to stay in

science teaching in future.

Oscar Oscar is a graduate who majored in geography and biology. He has been

teaching for four years and is currently enrolled for an honours degree in

Education. Oscar would like to do a masters degree after his honours in order to

expand his knowledge and obtain promotion. He currently teaches geography to

grade 10 learners and Life Sciences to grade 12 learners. Oscar decided to

become a teacher after realizing that he can interact well with other people and

127

he has good leadership qualities. Oscar is passionate about teaching and finds it

fulfilling to assist the learners and feels that he is making a difference in their

lives. He plans to stay in the teaching profession and would maybe turn to

lecturing at a higher education institution later in his life.

Mpho Mpho has been teaching science and mathematics for 17 years. He obtained his

secondary teaching diploma at a local college many years ago and has recently

completed his ACE in mathematics and science. Mpho is currently teaching

physical sciences to grades 10, 11 and 12. Mpho is an experienced science

teacher who joined the School of Hope in 2008.Teaching was not his first choice

when he started studying. He needed a job and as bursaries for teaching were

available he opted for a teaching career. He has mostly enjoyed his teaching

career, but is discouraged these days due to the amount of paperwork that has to

be done. He is disappointed in the NCS and feels it has not succeeded. Mpho

plans on staying in the teaching profession.

Violet Violet is an experienced teacher who has been teaching mathematics, science

and technology to grade four to grade nine learners for 18 years. Violet started

teaching at the School of Hope in 2000 when she was appointed as HOD for

mathematics, science and technology for the senior phase. She is currently

teaching mathematics to grade 8 learners. Violet trained to become a teacher at

a teaching college where she obtained her teaching diploma. Her grade 2

teacher inspired her to become a teacher and she views teaching as a calling.

Violet is sometimes frustrated with the lack of commitment of the learners. She

would like to work at the offices of the Department of Education in a few years‟

time.

Situmo

128

Situmo regards teaching as a calling. He originally comes from the Limpopo

province which he views as the place of science and mathematics teachers.

Many people from his home environment opted to study teaching as bursaries

were available to this disadvantaged community . Situmo obtained his secondary

teaching diploma at a teaching college and completed his ACE specializing in

management and leadership later on. He had been teaching for a couple of years

when he was promoted to HOD for mathematics and sciences at the School of

Hope in 2003. Situmo enjoys teaching and says his motto is:”working together”.

4.4 DATA GENERATED CONCERNING THE TEACHERS AND SCHOOL

After interviewing the different science teachers and observing them in their class

environment it was decided to adapt Rogan and Grayson (2004) and Petersen‟s

(2010) profile of implementation (table 2.1), and to add another column, namely

personal wellbeing, to the table. The column on personal wellbeing includes

feelings teachers might experience, and which needs in the Maslow model

(1987), as shown in figure 2.16, have been satisfied. Teacher agency and

identity were included in accordance with suggestions made by Lasky (2005) and

Mushayikwa and Lubbe (2008) on how both teacher professional identity and

agency can change during educational change strategies. A fifth column to the

profile for implementation table was included, after realizing during the course of

the study that teachers‟ feelings sometimes express their emotional needs,

agency and identity. All three of these aspects, namely feelings, needs and

agency, have an influence on how teachers in this study react to curriculum and

policy changes. The adapted profile for implementation model is shown below in

Table 4.1. The personal well-being column also starts with level 0 and

progresses to level 4, where most of a teacher‟s needs (according to Maslow) will

be satisfied, his/her professional identity established and the teacher has enough

agency to adapt to changes. It is important to realize that a teacher can be on

level 1 concerning classroom practice, but on level 3 regarding personal well-

being, for example.

129

Table 4.1: Profile for Implementation

LEVEL CLASSROOM PRACTICE

SCIENCE PRACTICAL

WORK

SCIENCE IN SOCIETY

ASSESSMENT PERSONAL WELL-BEING

0 Teacher: Presents

content using chalk and talk method

Has a lesson plan

Lesson not well organized

Textbook bound – sometimes reading from textbook as lesson presentation

No use of other media – blackboard only resource

Learner engagement mainly by means of questions

Learners: Passive,

inattentive and busy with own things.

Some learners follow in textbook

Teacher: Does no

practical work Some

teachers use poorly planned demonstrations or group work

Uses no local specimens

Uses models or visual media to substitute practical work

Learners: Learners

observe but not very attentive.

Teacher: Uses

examples and application of science in everyday life very occasionally

Learners: Ask questions

concerning science in everyday life

Teacher: Uses written

tests Mostly recall

type questions Tests marked

and sometimes discussed with learners

Learners: Write test

Teacher experiences feelings of: Discouragement Depression Suffering Punished Not motivated loneliness

Maslow Hierarchy level Needs satisfied: Level 1 and 2 Teacher agency and identity: Lack confidence Cannot adjust Victim mentality

1 Teacher: Presents

content in a well organized way

Has a lesson plan

Provides adequate notes

Uses textbook effectively

Engages learners with questions

Learners: Stay attentive

and engaged Respond to

and ask questions

Teacher: Uses

demonstration to develop concepts

Uses specimens found in local environment for illustration

Learners: Learners

observe Ask and

answer questions

Teacher: Uses

examples and applications from everyday life – apply to science content

Learners: Stay attentive

and engaged Ask and

answer questions

Teacher: Uses

written tests

Mostly recall type questions

Some questions are higher order thinking

Tests marked and retuned promptly

Learners: Mostly apply

rote learning Sometimes

apply higher order thinking

Teacher experiences feelings of: Pressurized Confused Challenged Frustrated Acceptance Sometimes fulfilment

Maslow Hierarchy level Needs satisfied: Level 3 Teacher agency and identity: Building confidence Coping Will get there

2 Teacher: Textbooks

used in conjunction with other resources

Engages learners with questions to

Teacher: Uses

demonstration to promote a limited form of inquiry

Teacher: Uses specific

problem or issue faced by local community


tests 50% of

questions require higher order thinking

Some of the questions are

Teacher experiences feelings of: enjoy teaching helpful needed noticed achievement competent

130


SCIENCE PRACTICAL

WORK

SCIENCE IN SOCIETY


encourage In depth thinking

Learners: Use additional

resources to compile own notes

Engage in meaningful group work

Learners: Some

learners assist in planning and performing demonstration

Learners participate in cook-book practical work

Learners communicate data using graphs and tables Ask and answer questions

Learners: Teacher

assists learners to explore the explanations of scientific phenomena by different cultural groups

based on practical work

Learners: Apply practical

knowledge Apply higher

order thinking

Maslow Hierarchy level Needs satisfied: Level 4

Teacher agency and identity: Reasonably confident Good self-esteem Capable

3 Teacher: Probes

learners‟ prior knowledge

Structures learning activities on relevant knowledge and problem solving techniques

Introduces learners to the evolving nature of scientific knowledge

Learners: Engage in

minds-on learning activities

Make own notes on the concepts learned from doing these activities

Teacher: Designs

practical work to encourage learner discovery of information

Learners: Perform

guided discovery type practical work in small groups – hands on

Write a scientific report

Can justify conclusions in terms of data collected

Teacher: Teacher

facilitates investigation

Learners: Learners

actively investigates science application in own environment

Gathers data e.g. surveys


tests Tests include

seen or unseen guided discovery type activities

Uses other forms of assessment as well

Learners: Apply practical

knowledge Apply higher

order thinking

Teacher experiences feelings of: usefulness treated fairly recognized acknowledged motivated in control organized

Maslow Hierarchy level Needs satisfied: Level 5 & 6 Teacher agency and identity: Confident Finding footing Problem focused Realizing own

potential

131


SCIENCE PRACTICAL

WORK

SCIENCE IN SOCIETY


4 Learners: Take major

responsibility for own learning; partake in planning and assessment of own learning

Teacher: Facilitates

learners as they design and undertake long-term investigations and projects

Assist learners to weigh theories that attempt to explain the same phenomena

Learners: Design and

do own open investigations

Reflect on design and collected data

Interpret data Teacher: Facilitates

learners with design and data collection strategies

Facilitates learners on data interpretation and conclusions

Learners: Undertake

long term community- based investigation

Apply science to specific need in community

Teacher: Facilitates

learners with the community project and identifying the need

Learner: Includes open

investigation of community project in assessment

Create portfolio to present best work

Teacher: Creates

opportunity for different types of assessment

Facilitates in compilation of portfolio

Teacher experiences feelings of: Valued Worthy Fulfilled Trusted Respected Powerful

Maslow Hierarchy level Needs satisfied: Level 7 and 8 Teacher agency and identity: Empowered Self directed Self-actualized Keystone species

Source: Adapted from Rogan and Grayson (2004), Petersen (2010) Two lessons of each teacher (except for Thandi, where only one visit was

possible) were observed. The findings of the observations and some information

from the interviews for each of the participating science teachers were

interpreted, using the adapted profile for implementation table shown in table 4.1

above. No lesson observations for the two HODs were done, as they did not

teach science but only mathematics. On hindsight it would have been useful for

this study to see how they would implement the NCS and OBE principles. A table

to summarize the findings of the lesson observations, feelings experienced by

the science teachers, as well as their needs satisfied and agency was compiled

and completed for each science teacher (see tables 4.2 – 4.6). It is important to

note that this was done based on how it was observed and experienced by the

researcher and expressed by the teachers in this study. Tables 4.2 – 4.6 are

shown below:

132

Table 4.2: Summary of lesson observations and interview evaluations of Thandi for profile of implementation

TEACHER: Thandi CATEGORY CRITERIA REMARKS ROGAN,

GRAYSON, PETERSEN

LEVEL Classroom practice

Teaching method Facilitates inquiry type of learning

2

Lesson Plan Well planned Use of textbook In conjunction with other

resources Use of media Blackboard Learner engagement Attentive and engaged. Ask and

answer questions Practical work Practical work Learners collect and analyze soil

in bottles 2

Method used Cook book practical work Teacher role Facilitates and uses results for

demonstration Learner involvement Work in groups, collect soil,

discuss findings, answer questions

Local environment Use soil of local area Equipment/Improvisation Uses glass bottles

Science in society

Everyday life examples Applies scientific knowledge to everyday life

2

Involves local community Uses soil form local area Learner involvement Work in groups discuss findings

Assessment Type of assignment Written tests, assignments 2 Type of questions Recall and higher order Portfolios Assessment tasks kept by

teacher Scripts Amount of work done Adequate

Marked Regularly Covered Neatly

Personal well-being

Feelings experienced Love teaching, challenging, More knowledge

2

Maslow’s hierarchy level Level 4 Teacher agency and identity

Reaches out to learners, Confident Improvises Positive attitude

Source: Compiled by researcher using Rogan and Grayson‟s (2003) and Petersen‟s (2010) adapted table 4.1

133

Table 4.3: Summary of lessons observations and interview evaluations of Thabo for profile of implementation

CATEGORY CRITERIA REMARKS ROGAN,

GRAYSON, PETERSEN

LEVEL

Classroom practice

Teaching method Learners reading from textbook

0

Lesson Plan Lesson not well organized Use of textbook Textbook bound Use of media None, not even blackboard Learner engagement Read from textbooks, not very

attentive Practical work

Practical work None observed 0 Method used n/a Teacher role n/a Learner involvement n/a Local environment n/a Equipment/Improvisation n/a

Science in society


1

Involves local community None Learner involvement Ask questions, some answer

Assessment Type of assignment Where you find different types of soil

1

Type of questions Recall and higher order Portfolios Assessment tasks kept by



Personal well-being

Feelings experienced Need for knowledge, anger, disillusioned, Need for structure, rejection, discouraged No support

0

Maslow’s hierarchy level 1 & 2 Teacher agency and identity

Negative attitude Victim mentality Wants to quit


134

Table 4.4: Summary of lessons observations and interview evaluations of Zaiwan for profile of implementation

TEACHER: Zaiwan CATEGORY CRITERIA REMARKS ROGAN,

GRAYSON, PETERSEN

LEVEL

Classroom practice

Teaching method Chalk and talk 1 Lesson Plan Well planned lesson Use of textbook Engages textbook effectively Use of media Uses blackboard Learner engagement Answers questions eagerly,

enjoys class, draw maps on blackboard

Practical work

Practical work None observed 0 Method used n/a Teacher role n/a Learner involvement n/a Local environment n/a Equipment/Improvisation n/a

Science in society


0

Involves local community None Learner involvement None

Assessment Type of assignment Flow diagram of eco-system 1 Type of questions Recall and higher order Portfolios Assessment tasks kept by



Personal well-being

Feelings experienced Challenged, frustration, passion for learners, cognitive need

1

Maslow’s hierarchy level Level 3 Teacher agency and identity

Building confidence Coping Will get there Neutral attitude Unrealistic ideas Victim mentality


135

Table 4.5: Summary of lessons observations and interview evaluations of Oscar for profile of implementation

TEACHER: Oscar CATEGORY CRITERIA REMARKS ROGAN,

GRAYSON, PETERSEN

LEVEL

Classroom practice

Teaching method Group work and facilitation 2 Lesson Plan Planned lesson Use of textbook Use as reference Use of media Uses

blackboard/posters/books Learner engagement Work on poster presentation

in groups Practical work

Practical work Does group work, like food tests

2

Method used Cook book type, learners perform

Teacher role Facilitations Learner involvement Work in groups Local environment Unsure Equipment/Improvisation Uses equipment available,

improvises with 2l soda bottles for bell jars

Science in society


2

Involves local community Use local health communities for assignments/local libraries

Learner involvement Learners visit local clinics/libraries

Assessment Type of assignment 2 Class tests, assignments 2 Type of questions Recall and higher order Portfolios Assessment tasks kept by



Personal well-being

Feelings experienced Empowered, achievement, passionate, fulfilled, happy, motivated, valued, passionate,

3

Maslow’s hierarchy level Level 5 & 6 Teacher agency and identity

Confident positive attitude self driven finding footing good self-esteem realizing potential


136

Table 4.6: Summary of lessons observations and interview evaluations of Mpho for profile of implementation

TEACHER: Mpho CATEGORY CRITERIA REMARKS ROGAN,

GRAYSON, PETERSEN

LEVEL Classroom practice

Teaching method Chalk and Talk. Knows subject well

1

Lesson Plan Discussing memo/formulae Use of textbook Refers to it for certain topics Use of media Uses blackboard. Learner engagement Questions & answers. Do

answers on blackboard. Practical work

Practical work Very Seldom 0 Method used Demonstrations Teacher role Does practical Learner involvement Observation Local environment Unsure Equipment/Improvisation What is available.

Science in society

Everyday life examples Unsure 0 Involves local community Unsure Learner involvement Unsure

Assessment Type of assignment Class tests, assignments 1 Type of questions Recall and higher order Portfolios Assessment tasks kept by

teacher Scripts Amount of work done Adequate Gr 12. Could do

more exercises with Gr 10 Marked Regularly Covered Neatly

Personal well-being

Feelings experienced Discouraged, pressurized, depressed, challenged

0

Maslow’s hierarchy level 1 & 2 Teacher agency and identity

lack confidence negative attitude victim mentality

Source: Compiled by researcher using Rogan and Grayson‟s (2003) and Petersen‟s (2010) adapted table 4.1 Combining the data obtained from the lesson observations, interviews and

Tables 4.1 to 4.6, a summary of the current levels of implementation at which the

science teachers of School of Hope are operating was compiled in Table 4.7

below. Table 4.7, in conjunction with table 4.8 which summarises the capacity to

137

support innovation and table 4.9, which addresses the outside support received

by the School of Hope, can be used to determine how successful the

implementation of the NCS has been and what still has to be done to achieve

success, the outcome of the activity system.

Table 4.7: Summary of findings on profile of implementation for science teachers

TEACHER CLASSROOM

PRACTICE PRACTICAL WORK SCIENCE IN

SOCIETY ASSESSMENT EMOTIONAL

WELLNESS

Level 0 1 2 3 5 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4

Thandi X X X X X

Thabo X X X X X

Zaiwan X X X X X

Oscar X X X X X

Mpho X X X X X

Source: Compiled by researcher adapted from Petersen, 2010

Rogan and Grayson‟s (2003) original table of profile of capacity to support

innovation was adjusted in paragraph 2.6.6.3 of this study to include a level 0 as

Petersen, 2010 suggested for the profile of implementation. The information used

in the table was adjusted using Taylor (2008) as reference. After observing how

the community of practice at the School of Hope operates, it was decided to

include an extra column to table 2.3 in this study to produce table 4.8 below. This

was done as it is the belief of the researcher that an effective community of

practice is essential in the professional development of teachers as well as a

support system in the effective implementation of new educational policies.

138

Table 4.8: Profile of the capacity to support innovation Level Physical resources Teacher factors Learner factors School ecology and

management Community of practice

0 Buildings in poor condition

Not enough classrooms

No or inadequate running water

Some outside toilets available

The teacher has a textbook.

The few textbooks available in class do not go home with learners

No science laboratory or science apparatus

Teachers is under-qualified

Teachers has no professional qualification

Teacher absenteeism is large

Teacher spends less than half their time teaching

Learners have very little proficiency in language of instruction

Learners are malnourished.

Learners come late for school

Learners have other responsibilities and don‟t have enough time for schoolwork

Learners do not have facilities to study at home

Learners receive no academic support at home

Management: Time table not followed,

class lists not updated No attendance register

for teachers Principal does not

exercise control or take up responsibility

Ecology School often starts late Learners and teachers

do not return on time after break

School is not secure and learners and strangers come and go as they wish

No single staff room or meeting place for staff

No morning meetings with staff

No or small amount of social interaction between teachers

Very little interaction between management and staff

Subject meetings held a few times a year, very formal

Teachers feel isolated

1 Basic buildings – adequate classrooms and one office, but in poor condition

Toilets and running water available

Electricity in some rooms

Some textbooks but not enough for all

Some basic science apparatus

No science laboratory or if laboratory is present it is not in working condition

Teacher is under qualified for the position

Teacher does have a professional qualification

Teacher absenteeism is low

Teacher spends more than half the time teaching

Learners have some proficiency in language of instruction, but several grades below grade level

Some learners do not receive enough food at home – school has feeding scheme

Learners have socio-economic problems

Learners receive very little academic support at home

Management: A timetable, class lists

and other routines are in evidence

The presence of the principal is felt in the school at least half the time

Staff – and subject meetings are held at times

Attendance register for teachers exists

Ecology School functions i.e.

teaching and learning occur most of the time

Teachers and learners return on time after break

School Governing Body exists

School is secure and access is denied to unauthorized personnel

A single staff room exists, not utilized well

Weekly meetings with staff

Some social interaction between teachers

Management organise some social functions

Some staff members feel marginalized

Monthly subject meetings With some discussions

2 Adequate basic buildings in good condition

Suitable furniture – adequate and in good condition

Electricity in most of the rooms

Textbooks for all Reasonable

amount of

Teacher has minimum qualification for position

Teacher is motivated and diligent – enjoys his/her work

Teacher participates in professional development

Learners are reasonably proficient in language of instruction

Learners attend school on a regular basis

Learners are well nourished

Learners are given

Management Management Teacher attends

school/classes regularly Principal is present at

school most of the time and is in regular contact with his/her staff

Timetable properly implemented

Extramural activities are organized in such a way that they rarely interfere with scheduled classes

Daily meetings in staff room

Regular interaction between teachers

Management involved in community building

Staff room utilized fully

Science teachers have regular discussions on subject matter

139

Level Physical resources Teacher factors Learner factors School ecology and management

Community of practice

apparatus for science

activities Teacher has

good relationship with and treatment of learners

adequate time away from home responsibilities to do school work

Teachers/learners who shirk their duties or display deviant behaviour are held accountable

Ecology Responsibility for

making the school function is shared by management, teachers and learners to a limited extent

School Governing Body operates well

School functions all the time i.e. learning and teaching always take place as scheduled

3 Good buildings, with enough classrooms and science laboratories

Running water and electricity in all the rooms

Textbooks for all pupils and teachers

Sufficient science apparatus

Additional subject reference books for teachers

Reasonably equipped library

Secure premises

Well kept grounds

Teacher is qualified for position and has a sound understanding of subject matter

Teacher is an active participant in professional development activities

Conscientious attendance of class by teacher

Teacher make and extra effort to improve teaching

Learners are proficient in language of instruction

Learners have access to quiet safe place to study

Learners come from Supportive home environment

Learners can afford textbooks and extra lessons

Parents show interest in their children‟s progress

Learners have access to information technology

Management Management Principal takes strong

leadership role, is very visible during school hours

Teachers and learners play an active part in school management

Ecology Everyone in the school

is committed to making it work

Parents play active role in School Governing Body and in supporting the school in general

Teachers meet socially before school during lunch and after school

Management and staff interact and communicate socially and professionally on a regular basis

Science teachers help each other, learn together and reflect together

4 Excellent buildings

More than one well equipped science laboratory

Library is resource centre

Adequate curriculum materials other than textbooks

Good teaching and learning resources e.g. computers and models

Attractive grounds

Good copying facilities

Teacher is over-qualified for position and has an excellent knowledge of content matter.

Teacher has an extraordinary commitment to teaching

Teachers shows willingness to change, improvise and collaborate and has a vision of innovation

Teacher

Learners are fluent in the language of instruction

Learners take responsibility for their own learning

Learners are willing to try new kinds of learning

Ecology There is a shared vision The school plans for,

supports and monitors change

Collaboration of all stakeholders is encouraged and practiced

Management There is a visionary, but

participatory leadership at school

Sustained social and professional interaction between staff members exists

Management nurtures and partakes fully in community

A caring community of practice exists in the school and between the science teachers

All professional development needs are catered for form within the community of practice

140

Level Physical resources Teacher factors Learner factors School ecology and management


shows local and national leadership in professional development activities

Source: Adapted from Rogan and Grayson, 2004 and Petersen, 2010

Due to the fact that the FET teachers and learners have access to the laboratory

and some science equipment, while the Senior Phase teachers do not have easy

access to this, the capacity to support innovation for the different teachers is

indicated separately in Table 4.9 below.

Table 4.9: Summary of findings on capacity to support innovation for

School of Hope TEACHER PHYSICAL

RESOURCE TEACHER FACTORS

LEARNER FACTORS

SCHOOL ECOLOGY AND MANAGEMENT

COMMUNITY OF PRACTICE

Level 0 1 2 3 5 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 Thandi X X X X X

Thabo X X X X X

Zaiwan X X X X X

Oscar X X X X X

Mpho X X X X X

Source: Compiled by researcher adapted from Petersen,2010

The School of Hope receives outside support from the Department of Education

in the form of funding, documentation, the district office officials and the subject

facilitators (advisors). The University of Johannesburg has adopted the school as

a partner school and offers workshops to the teachers. Students have visited the

university to use their laboratories for practical work once. The University of the

Witwatersrand has also offered some workshops that teachers attended. The

141

Department of Education and some NGOs are involved with the feeding scheme

offered at the school. The original table of profile for outside support for

innovation discussed in paragraph 2.6.6.3 is given in Table 4.10 below. The

outside support in table 4.10 was applied to each teacher individually and the

findings summarized in table 4.11.

142

Table 4.10: Profile of outside support for innovation

Level

Types of encouragement and support

Dominant change force evoked by

agency


Physical Resources Categories:

buildings, curriculum material, apparatus, books, computers,

internet

Design of professional development

Direct support to learners

1 Provision supplements what exists, but not enough to support the intended changes.

Provision is in one category only

Information on policy and expected changes are presented to school-based personnel.

Typical mode is short, once-off workshop

Provision of basic resources such as lunches and places to study

Bureaucratic: Change is brought about by top down directives

Inspections undertaken by authorities

2 Provision completely covers what is required to effect the intended change in one category, or partly sufficient in two categories

Examples of new practices are presented to staff

Staff given opportunity to engage in these practices in simulated situation

Series of short workshops lasting one year

Basic academic needs are catered for in the form of extra lessons

Charismatic: Change is brought about by top-down inspiration and encouragement

Inspections undertaken in collaborations with school-based personnel

3 Provision completely covers what is required to effect the intended change in two categories, or partly sufficient in three categories.

Professional development designed by school- based personnel

Staff decides which new practices they need

Using both inside and outside support

Both external and INSETI(In-service

education and training) for two to three years

Enriched academic needs are catered for in the form of field trips and other enrichment type of activities

Professional change brought about by encouraging role of players to embrace codes of conduct and standards of teaching and learning

School-based personnel monitors own progress, but reports to authorities

4 Provision completely covers what is required to effect the intended change in three categories

is partly sufficient in all four categories

Communities of practice takes full responsibility for their own continued professional growth

Call outside support when needed

Ongoing school based INSET

Complete academic and personal support is provided

Learning community change is brought about by communities with shared values and commitment

All monitoring is undertaken by school-based personnel


143

All the teachers at School of Hope had the same access to outside resources,

but Oscar had the opportunity to take his students to the laboratories of the

University of Johannesburg for microscopy practical sessions and therefore his

direct support to learners was higher than that of the rest of the teachers.

Table 4.11: Summary of findings on outside support for School of Hope

TEACHER RESOURCES: APPARATUS, IT,

LIBRARY

PROFESSIONAL DEVELOPMENT

DIRECT SUPPORT TO LEARNERS

FORCE THAT BRINGS ABOUT

CHANGE

Level 0 1 2 3 5 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 Thandi X X X X

Thabo X X X X

Zaiwan X X X X

Oscar X X X X

Mpho X X X X

Source: Compiled by researcher adapted from Petersen, 2010

4.5 IDENTIFIED CODES AND THEMES

Personal interviews were conducted with all the above participants as well as the

principal of the school. Two focus group interviews were also conducted. One

focus group interview was conducted with the science teachers and one of the

HODs and the other with a group of grade 12 learners taking physical sciences

and life sciences as subjects (transcripts of the interviews are provided in the

Appendix‟s K & L).These interviews as well as the field notes, documents and

photo images were coded inductively. The codes were evaluated and analysed

for relationships and corresponding characteristics and then categorized into

subthemes. The subthemes were then funnelled into seven main themes. It is

important to note that the NCS policies and OBE principles used as tools in this

activity system were not identified as a major theme as, but important issues

144

pertaining to the NCS and OBE were identified throughout the seven themes

discussed below. These are for example issues pertaining to assessment,

learner-centered teaching methods, the teacher as facilitator, practical

investigations and group work, to name a few. Only one teacher, Mpho, said that

he felt that the NCS was not successful. He felt that the standards had dropped

as well. The rest of the teachers felt that the NCS had good principles underlying

it and that although they struggled in the beginning, they were slowly but certainly

„getting there‟.

The seven major themes with their subthemes that were identified in this study

are:

Management Issues o Department of Education

Prescriptive

Results-driven

Lack of support

o School Management

Planning

Organization

Communication

Control

Support

Resources o Science equipment

o Teaching aids

o Research

o Textbooks

Learner factors o Cooperation/commitment

o Social problems

o Language and cognitive skills

145

o Discipline/large classes

Community of practice issues o Collaboration

o Communication

o Support

Roles of the teacher o Administrative

o Psychological

o Academic

o Pedagogical

Personal well-being o Feelings/emotions

o Maslow‟s hierarchy of needs

o Agency

Professional Development o Identify needs

o Methods of Professional Development

o PCK to implement NCS

Content

Teaching methods

Practical work

Classroom management

Tables 4.12 to 4.18 explain how the codes were funnelled into sub-themes and

themes.

146

Table 4.12: Theme 1 Codes Sub-themes Theme

mark driven R

assessment driven R compensation S

lower standards R

lack of support S

application of budget P

support via guidelines S

ordering of

apparatus/chemicals

Cm

good security C

not organized O

state of library O

lack of staffroom O

maintenance P

discipline in school –

pos & neg C

timetable not visible O

teachers moving

between classes P

no morning meeting P

litter P

policemen C

checking S

not taking responsibility

O

management of lab P

ignore teachers needs

Department of Education o Prescriptive o Results driven o Lack of support

School Management o Planning o Organization o Communication o Control o Support

MANAGEMENT ISSUES

147

Codes Sub-themes Theme

Cm

lack of planning P

subject facilitators not

competent S

passing incompetent

learners R

control systems for

absenteeism pos C

lack of communication

Cm

ignorant about

curriculum O

district labeling school

S

awards O

SGB

recognition/rewards O

Neglecting science O

SGB ignorant of

teachers needs Com

SMT not functional O/P

top down P

approach/autocratic P

lack of communication

Cm

large classes S

tension: management

vs teachers Cm


148

Table 4.13: Theme 2

Codes Sub-themes Themes apparatus chemicals laboratory lack of textbooks teaching aids internet library computers desks and chairs printing textbooks too difficult/incorrect excursions videos overhead projectors water in lab building solid structure portable lab trolley posters periodic table

Science equipment

Teaching aids

Research resources

Textbooks

RESOURCES


149

Table 4.14 Theme 3

Codes Sub-themes Theme

homework

portfolios

admissions

shelters

language

drugs

social problems

responsibility

discover

cognitive ability

learner centered

reading ability

extra lessons

have to adapt

study space

food/hungry

dreams

lack basic skills

group work

environment

trust & teachers

general knowledge

learning difficulties

lack parent involvement

child headed families

discipline

cooperation

social problems

language and cognitive skills

discipline and large classes

LEARNER FACTORS


150

Table 4.15: Theme 4

Codes Sub-themes Theme they vs us lack of communication collegial support pseudo community no staff room lack of collaboration working alone no support teacher conflict team teaching FET vs Senior phase clusters admin/control/assessment

Collaboration

Communication

Support

COMMUNITY OF PRACTICE

ISSUES


Table 4.16: Theme 5

Codes Sub-themes Theme assessment assessment portfolios counselor teaching methods terminology language paperwork(forms and pacesetter) marking of scripts files reports planning researcher student remedial teachers subject specialist practical work social worker

Administrative

Psycological

Academic

Pedagogical

ROLES OF THE TEACHER


151

Table 4.17: Theme 6

Codes Sub-themes Theme discouraged negative pressurized victim depressed lack confidence challenged need for respect need recognition lack of agency has agency creativity punished suffering confused love teaching frustrated difficulty to adjust cognitive need disillusioned leave teaching no respect demotivated commitment unrealistic belongingness need need reflection confident passion anger empowered achievement ambition satisfied fulfilled physiological need(more money) need structure

Feelings/emotions

Maslow needs

Agency

PERSONAL WELL-BEING OF

TEACHER


152

Table 4.18: Theme 7

Codes Sub-themes Theme content need more workshops university support group work bloom taxonomy good practical work through discussions practical work short demonstration not addressing needs ask colleagues done via documents via clusters – assessment via clusters – files terminology teaching methods facilitation role of teacher discipline control learners workshops to short subject advisors not competent practical work time management PCK via google shoestring science lack of budget skills

Identify needs

Methods or pathways for professional development

PCK to implement NCS

o Content o Teaching

methods o Practical work o Classroom

management

PROFESSIONAL DEVELOPMENT

ISSUES


153

Each of the major themes that were identified is now discussed in more detail.

The findings are shared, as well as the own interpretation or comment of the

researcher.

4.5.1. Management issues Both school management and the Provincial Department of Education acted as

the „middle man‟ to transfer the necessary NCS and OBE principles and

guidelines to the teachers for implementation in the school. According to Circular

28/2008 (see appendix H) of the GDE this was done through short courses and

ACE bursaries. It needs to be mentioned that management issues was the theme

from where the most codes were identified. The two main sub-themes identified

under management issues can be divided into issues pertaining to the GDE and

SMT.

4.5.1.1 Department of Education Issues related to the DOE that were identified from the data, are being classified

under three main areas; the Department being prescriptive, results-driven and

lack of support by the Department.

Being prescriptive The teachers felt that the Department of Education did not consult with them, to

determine their needs when offering workshops, but that it was prescriptive. The

specific needs of the teachers were not catered for. The perception of many of

the teachers and the researcher is that the Department acts in an autocratic

manner and that implementation of the curriculum is done using a top-down

approach. This is illustrated by the following comments made by the teachers

concerning workshops:

“..there is no need for me, you see, you can go there, and at the end of the

day you feel that , how can they invite us to talk about this thing, because

we already know it.” – Oscar

154

“ .. The Department, they just decide on the topic, you can‟t say what you

want” – Violet

The prescriptive nature of the Department of Education‟s management style was

picked up during observations and interviews in the study. This prescriptive

nature became apparent in the planning documents like the pace setters, year

planners, lesson plan templates, and test and exams that are supplied to the

teachers. Even the indexes of the files are prepared documents that should just

be copied and placed in the file. These prepared documents did not bother the

teachers at all. This heavy scaffolding offered to teachers by the Department is

helpful to guide teachers with regard to what is expected of them, but it limits

their agency and might influence their professional identity and creativity.

Results-driven Another problem that was identified is that the Department of Education is

results- or exam-driven. In Circular 38/2007 (see appendix G) a framework is

discussed to ensure that the minimum conditions exist for teaching and learning.

Six areas are mentioned, namely analysis of results, resources, teaching and

learning, curriculum management and leadership, management and governance.

Although all six areas are discussed, the analysis of results and improvement of

learner performance take up the majority of the circular. The importance of

providing results was identified from the interviews. Mpho comments on this

issue as follows:

“There is a lot of pressure to produce results, we must focus on that.” – Mpho

Violet, the HOD of the Senior Phase, explained that they were labelled by the

District Office because of their poor results and they were reminded of it every

time they went there. Due to the improvement of their matric results in 2008 from

19% to 74% they are now treated in a better way by the District Office. Situmo,

the HOD for the FET phase also referred to the results. When asked what

155

support he thinks the science teachers need, he commented that they needed

resources and that the laboratory needed to be upgraded. According to Situmo

this will ensure that they will obtain a 100% pass rate. Situmo remarked that then

“everything will be fantastic”. He did not link a better equipped lab to more

inquiry-type of practical work that can be done, but immediately linked it to a

higher pass rate, because that is how they were evaluated. During my visit at the

school, nearly every teacher I had a conversation with referred to the increase in

their pass rate.

Improvement in pass rates and analysis of results is an important indicator of the

type of teaching and learning that occurs in a school, but by focusing too much

on the results, one might be treating the symptoms and not addressing the origin

of the problem. Another problem regarding results that was mentioned is the fact

that incompetent learners were passed by the Department official at the end of

the year.

Lack of support The third issue concerning the Department of Education is a lack of support. The

first type of support teachers referred to was support in terms of more classes,

the necessary furniture, equipment and remuneration. Thabo explained that he

had 60 learners in one classroom. The school does not have enough desks and

chairs for the classroom, if all the learners attend every day. Conducting group

work in such a big class is a challenge. One of the critical outcomes discussed in

paragraph 2.6.1.1 states that learners must be able to work effectively in a group.

All the teachers in the study referred to the lack of resources. Resources will be

discussed as a major theme later in this chapter, but it should be mentioned that

if a new curriculum, like the NCS, is being implemented, the Department of

Education should ensure that the schools are offered sufficient support in the

form of teaching and learning equipment. It seems as if there is a big lack of

support in this category.

156

It is well-known that teachers often complain about their remuneration. It was

also mentioned by teachers in this study. Oscar explained that he enjoyed

teaching and is passionate about the profession, but that he was not satisfied

with the remuneration. Oscar also explains that teachers leave the profession

because of lack of money. Oscar states:

“In order to survive a long time in this teaching profession, you need to have

something aside that maybe can generate quickly money.”

Another factor relating to lack of support from the DOE was the amount of

workshops offered. Most of the teachers during the interviews mentioned that the

support in the form of workshops was not sufficient. Many of the guidelines and

adjustments to the curriculum are done via document guidelines. Some of the

teachers felt that the subject facilitators were not competent enough to offer the

support they needed.

“We have workshops once in a while. The support is there, but not enough” -

Mpho

4.5.1.2 School management Throughout the interviews and observations most of the issues pertaining to

management referred to the school management. The school management in

this study refers to the SGB, the school principal and the two HODs involved with

science. Sub-themes regarding school management are related to planning,

organization, communication, control and support. Each of these areas will be

discussed separately although they are inter-connected.

Planning It must be noted that the principal and the rest of the SMT did a great job since

2008 to change the teaching and learning environment to one more conducive to

teaching and learning as discussed in the profile of the school in paragraph 4.2.

157

Some aspects referring to effective planning that influence the ability of the

teachers to implement the NCS effectively were identified from the data. The

main issues related to planning are:

Classrooms

Budget

Maintenance

Staff meetings

The teachers in the school do not have their own classrooms and have to rotate

between classrooms. The learners do not exchange classes at the end of a

period, but the teachers do. The result of this is that nobody takes responsibility

for a classroom. The classrooms are full of litter and they have graffiti on the

walls. Desks and chairs are damaged and no posters appear on the walls.

Teachers do not have the opportunity to create classrooms that invite enquiry-

based learning. This is illustrated by what Thabo says:

“The movement of the educators also influences a lot, in those classes we don‟t

have posters, everybody owns the class. You cannot put up posters, they will

disappear.”- Thabo

“Maybe the problem there is because we don‟t have classes (classrooms).

Maybe if we had our own classes, like when learners come to my class, they

know they are coming for natural science. I was going to have those charts there.

We have tried to come up to put the charts, but it disappeared the following day;”

– teacher in focus group interview p. 6

LO 1 (paragraph 2.6.1.1) states clearly that scientific investigation and problem-

solving skills should be seen as the focus of the lesson and should be developed

by doing experimental work. The fact that teachers have to move between

classrooms makes it very difficult for them to attain this outcome. They have to

carry apparatus and chemicals for practical work from one class to the other. It is

158

also a problem to move around teaching aids. Another problem relating to

planning LO1 is the fact that the science laboratory is not utilized to its full

capacity. It seems as if it is only used by the grade 12 learners and then mostly

as a normal classroom. Very few (if any) experiments are being done. Circular

38/2007 (see appendix G) states under point 4.5.2 that: “A timetable for the

utilization of specialist rooms is to be available for each specialist room”. Such a

timetable does not exist at the School of Hope. The fact that the teachers do not

have access to the school laboratory or the apparatus available makes it difficult

for them to attain LO 1. The rest of the topics addressed under leadership,

management and governance in Circular 38/2007 (Appendix G) are adhered to

by the school management.

Management of the budget is a significant problem that became apparent in most

of the interviews. The principal states in his interview that the money for their

budget gets deposited directly into the school‟s bank account and that it is then

applied in three areas, maintenance, LTSM and services. According to the

principal the departments submit a wish list, which is taken to the SGB for

approval, but normally there is a cut back. Situmo, the HOD for science for the

FET phase, mentioned that they have funds available but he does not know why

the necessary equipment is not bought. Situmo remarks:

“As science department we need a budget. I don‟t know who decides what has to

be bought. I am not on the SGB. I am on the SMT, but it is not functional.”

The HOD for science for the senior phase explained that they do budget and

receive what they budget for. The teachers on the other hand complained that

they have a lack of resources. Oscar suggested that each department in the

school have a budget in order to start buying the apparatus and teaching aids

that they need. Mpho complained that the SMT buy cheap equipment like cells

and not what the teachers need. It seems that planning and allocation of funds is

a problem that has to be addressed by management.

159

Another issue identified is that of maintenance. This was observed during visits

to the classrooms. In the field notes (see appendix J) it is mentioned that the

walls of the classrooms need to be repainted urgently. The paint on the walls is

peeling off and has graffiti written on it. The wooden floors in some of the

classrooms need to be repaired, some doors need knobs and most cupboards in

the classes cannot lock. The blackboard in the science laboratory (figure 4.6) is

hanging skew and needs to be screwed in properly. Pipes and taps in the

science laboratory do have water, but they need knobs in order to be functional.

These are relatively small issues that can be resolved by the management team.

No daily staff meeting is held before school. If a staff meeting were to be held

every morning before school or once a week, it would help the management to

determine what the problems are that the teachers experience and would also

improve the communication between the rest of the teachers and the SMT.

Organization The SMT did implement some positive organizational plans. One of these is the

reward system for teachers who obtain good results. Nevertheless, there are still

areas of improvement for the SMT in terms of better organization. Thabo

remarked that things in the school are not very organized. The SMT has to take

responsibility for the departments that fall under them. When asked what the

problems were that the science teachers experienced, the school principal did

not know and referred me to the HODs. He just remarked that the sciences did

not obtain good results. The two HODs realized that there is a problem with the

laboratory, lack of apparatus, chemicals, equipment and insufficient teaching aids

in the school. But they did not regard it as their responsibility to do something

about it.

The main areas that need to be addressed are:

o Library

o Staffroom

160

o Neglecting science

o Time table

As can be seen in figures 4.2 and 4.3 a library does exist. It just needs to be

organized in a way that the students can benefit from it and use it effectively.

Some of the older books and encyclopedia still have information that can be

useful to learners when they have to do research for assignments. Regardless

how old fiction books are, learners could still improve their reading ability and

enjoy them if they read them. The television monitor and video machine are in

working order and could be utilized by teachers as teaching aids. If chairs were

organized in the middle of the library and books that could still be used were

organized orderly on the shelves, the library could be used by the learners. The

old books need only be removed when they can be replaced by new books. The

old computers that are not in working order could be removed and the tables

used by the teachers could be moved to another venue.

The teachers do not have a single staff room where they can work, eat lunch and

communicate with each other. There are some venues available for this use. The

school hall is not very big and could also be used for this purpose. It is important

that the staff have a special room where they can work and get together as a

community.

Both the HODs for science teach mathematics and not science. I get the

impression that they neglect science. They do not know the science curriculum

well and do not attend to the Physical- and Life Sciences as they should. Situmo

who is the HOD for science for the FET phase thinks that renovating and

equipping the laboratory will fix all the problems. His main role is to see if the

teachers adhere to the checklists regarding paperwork. He should check if their

lesson plans, pacesetters and portfolios are in order. Violet, the HOD for science

for the senior phase, did not think that the NCS had new content with which the

teachers may encounter problems. She did not have a list of workshops that the

161

teachers in her department had attended. She was not sure if there were videos

available for science in the school, but she knew there were some available for

mathematics. When the teachers in the focus group interview complained about

the lack of chemicals, apparatus and a laboratory, the HOD for the senior phase

shrugged her shoulders and remarked that she is a mathematics teacher.

The SMT did draw up a timetable and the school operates according to it, but it is

very difficult to locate any teacher in the school at a given time. The HODs did

have a timetable, but not the principal; thus he did not know where each teacher

was at any given time. If there were a timetable available in the main office, it

would simplify the procedure of locating a specific learner or teacher.

Communication Lack of communication is a big problem at the School of Hope. There is a lack of

communication between the principal and the SGB with the rest of the staff

(including the HODs), as well as between the HODs and the rest of the staff. This

lack of communication became evident during the interviews with the different

staff members. The principal mentioned in his interview that he does not know

what the problems are that the science teachers experience, yet he allows the

SGB to cut back on the budget requests of the science department. Violet, one of

the HODs, explained that they hand a list of requirements to the SGB, but on the

other hand she complained that they did not have any resources available. The

following statement by the HOD during the focus group interview describes the

lack of communication between the principal and the rest of the SMT:

“You know the principal just decided to order some chemicals, without consulting,

that‟s why you end up buying wrong things”.

Violet also mentioned that they encourage the teachers to introduce team

teaching. The teachers report that they do not apply team teaching but wish that

they could. Thabo complained that he did not get information concerning cluster

162

meetings that are faxed to him. He mentioned that there was very little

communication between the senior phase and the FET phase teachers.

Control The SMT has good control measures in place. Figure 4.1 indicates that the

security at the school is very good and learners and teachers cannot leave the

school property during school hours without permission. The control measures

mentioned in paragraph 4.2, under profile of the school, describes the measures

taken by the SMT to curb absenteeism. The HODs for science have to “check”

the educators (p. 2 Situmo interview). During my visit to the school Situmo was

running around with a checklist to determine whether the educators‟ lesson

plans, pacesetters and portfolios and files were in order. The HOD mentioned in

the focus group interview with the science teachers that she has to run after the

teachers to check whether they have all the paperwork in order. Although these

control measures are necessary for good governance, over-emphasizing the

checklists can give the impression that the main task of the HOD is that of a

policeman rather than to offer support to teachers. Thus “managerialism” prevails

more than teacher professional development support.

Support Some teachers reported that they do get support from school management.

Oscar and Zaiwan commented that the HOD is always there to support him.

Other teachers like Thabo declared that there is no support from the SMT. In the

focus group interview it also became evident that the teachers experience little or

no support from the SMT at times. One of the teachers explained that he wanted

to take students to the university for practical sessions. He commented as follows

(focus group interview p. 7):

“I mean the management of the school for instance, become excited about that,

but only to find that support was not there you see.”

163

The issue of the lack of a budget for the sciences and therefore not having

sufficient resources also implicates a lack of support from the SMT. The SMT

does not plan together to support the teachers efficiently.

Rogan and Grayson (2003) indicate in their profile of the capacity (table 4.8) to

support that management is an important factor to take into consideration. In

table 4.9 in which the capacity of the school to support innovation is evaluated,

the school is ranked on level 1.

4.5.2 Resources If a teacher wants to realize all three LOs for science mentioned in the NCS

policy documents, resources are very important. The NCS for science has an

inquiry-based learning approach as discussed in chapter 2 (2.6.1.4). If science

teachers are to implement the NCS successfully and achieve the outcomes

stipulated in the NCS policy documents, they need the necessary tools or

resources. For LO1 „scientific investigation‟ is the focus. The resources required

for this is a working laboratory, apparatus and chemicals. Situmo explains this as

follows:

“Resources are a problem. Science is a resource-based subject. We need

chemicals and apparatus. It is a hands-on subject. We have to come up with

practical examples….Learners must see and touch and learn… Learners must

learn skills how to handle apparatus like a burette.”

The lack of resources are discussed under scientific equipment. LO 2 of the NCS

requires construction (interpretation), application, categorization and the

meaningful recall of scientific knowledge. Resources that are important for this

LO is that each learner has a textbook, teachers have teaching aids to explain

difficult and abstract concepts as well as resources for the learners to be able to

conduct research, for example a library and computers with internet access. The

last LO, LO3, requires learners to question the relationship between science and

164

the environment. Textbooks and research resources are also important in order

to achieve LO 3. Excursions to educational places like the zoo, planetarium and

science centres can be of great assistance in this regard. Four main sub themes

that are discussed in detail in this section are:

Science equipment and laboratory

Teaching aids

Research resources

Textbooks

4.5.2.1 Science equipment and laboratory All the teachers as well as the school principal, the two HODs and the learners in

their focus group interview mentioned the lack of equipment as a major problem

with the implementation of the NCS. The school has some apparatus and

chemicals available as can be seen in the inventory in appendix I. It seems that

many of the chemicals are irrelevant to the school syllabus or are past their

expiry date (focus groups interview with teachers p. 6). One problem concerning

the equipment is that not all teachers are aware of what is available in the school.

Thabo mentioned in his interview that the basics like test tubes and glass

beakers are not available, while it is listed on the inventory list. Zaiwan

mentioned that some activities in the textbook cannot be performed due to the

lack of equipment. He stated that the school does not have microscopes, but

during the science teachers‟ focus group interview (p. 4) one of the teachers

mentioned that the school has three or four microscopes.The result of

(perceived) lack of equipment is that teachers do not do practical work at all or

very little practical work. . As Mpho explains:

“You end up not doing all the practicals as you don‟t have the equipment. You

end up doing a lot of theory and the science tends to become very abstract to our

learners.”

165

The lack of a functioning laboratory is a major problem for the teachers. There is

one lab, but as mentioned earlier, it does not have running water and is only

used by the few grade 12 physical sciences learners. One of the teachers in the

focus group interview (p. 4) sums up the feelings of most of the teachers

concerning the laboratory as follows:

“Our lab. Hey. Actually we don‟t have a lab. Let me say. Let‟s talk about that, the

lab. We don‟t have any. We don‟t have any lab. We don‟t have chemicals, we‟ve

got nothing actually. So it becomes difficult to do practicals. Specially the NCS it

wants the learners to do a lot of practical work.”

The teachers displayed a victim mentality when it came to the lack of proper

equipment and they lack agency to try and do something about it. It seems that

the teachers almost don‟t want the equipment because then they would have to

do new and different type of work and they are not up to that challenge

4.5.2.2 Teaching aids Teaching aids like posters, models DVDs or videos are important tools for the

teachers that would enable them to explain certain concepts to the learners. This

is of special importance for the learners at the School of Hope who come mainly

from shelters and poor families. They do not have access to TV programmes,

books and the internet. Many of the concepts taught at school will stay abstract

to them without the use of teaching aids. The principal remarked in his interview

that the school does not have sufficient teaching aids for the teachers to use.

The fact that teachers cannot display posters in their classes has already been

addressed (under the paragraph of planning). A few posters for life sciences

were available. Thandi mentioned in her interview (p. 4) that if she wanted to use

posters she would have to organize them herself. A periodic table is an essential

aid for teaching chemistry, but only one science teacher in the school, Mpho, has

166

a periodic table in the laboratory and this he bought himself. As one of the

teachers in the focus group interview (p. 6) comments:

“I mean chemistry you know. I‟ve never seen a periodic table at school.”

Models are another teaching aid missing at the School of Hope. Oscar

mentioned in his interview that he would like to use models like organs, skulls

and a skeleton in his life sciences lessons, but they do not have these models at

school. Thandi echoed the need for models like organs in the focus group

interview (p. 6).

The school does have a TV monitor and video recorder, both in working order,

mounted in the library (fig 4.4). But there are no science videos available in the

school. One of the teachers in the focus group interviews (p. 1) explained that he

has to cover the topic of volcanoes with his grade 9 classes. He commented that

the students did not understand what a volcano is, and even he himself does not

know what a volcano is. If he could use videos on volcanos it would be much

easier for both him and the learner to understand. Zaiwan also expressed the

need for videos, DVDs or slide projectors.

4.5.2.3 Research resources All the teachers refer to the fact that for effective implementation of the NCS both

learners and teachers have to search for some information themselves. This has

to be obtained using books, the internet and the library. The school library and

computer centre are not functioning. As Thabo remarked:

“Disadvantaged schools have no library and internet. I myself have to spend a lot

of money to do research. I must go to an internet café to do research. Even our

school has a lot of money and we struggle. Our computer lab, it‟s a long time

now it is not working” – Thabo

167

The learners have to use the libraries in the surrounding community or internet

café‟s to obtain information. They do not always have the money or the transport

to be able to do so.

Zaiwan, Violet as well as the learners in the focus group interview expressed the

need to undertake educational excursions in order to understand the learning

material better. This is not possible at the School of Hope due to lack of funds.

4.5.2.4 Textbooks Not all the learners have textbooks. It was observed that the learners in the FET

phase each had a textbook for physical- and life sciences. The grade 12 learners

each had a study guide/question book in addition to their textbooks in both these

subjects. The problem with textbooks occurs with the senior phase learners.

Thandi explained in her interview that not all her grade 8 and 9 learners have

textbooks for natural sciences. Her classes share textbooks with the classes of

the other natural sciences teacher. When she has her classes she sends a

learner to fetch textbooks from the other teacher. This poses a problem for

homework and tests. All the work for natural sciences has to be done during

school time. During a class visit to Thabo it was observed that the learners share

textbooks when they read from them. Thabo also commented in his interview not

having enough textbooks presents problems with homework.

Another issue concerning textbooks raised by Zaiwan is that some of the

textbooks are too difficult to understand for the learners. He felt that the volume

of work covered is too much and that it is written in difficult English. This poses a

problem since English is a 2nd or 3rd language for most learners. The fact that the

textbooks are written in difficult to understand English was echoed by the

learners in their focus group interview (p. 4-6). The learners also complained

because some of the textbooks are still using terminology and symbols used in

the old curriculum, such as using “s” for displacement instead of “d”.

168

In conclusion, the problem of resources implies that it is unrealistic to expect

teachers to implement the NCS or any other new curriculum if they are not given

the necessary tools or resources to do so. As Thabo explains in his interview (p.1

and focus group interview p. 3):

“I like it (the NCS). It gives learners the opportunity to be involved. Not like before

where I had to talk and talk. It gives learners the opportunity to think

independently and explore themselves. I think some schools have unfair

disadvantages, it needs lots of money, internet.”

Rogan and Grayson (2003) indicate that the resources available in a school are

an important factor to consider when implementing a new curriculum (table 4.8).

A summary of the School of Hope‟s capacity to support innovation indicates that

the school is placed on level 0 and 1 in terms of its resources. When taking

outside support into consideration, which is also included in Rogan and

Grayson‟s (2003) profile to implement new material (table 4.10), the School of

Hope is rated on level 1 for resources.

4.5.3 Learner factors An important issue identified is learner factors. This is not surprising as the NCS

is in essence learner-centered. The sub-themes identified as learner factors are

cooperation, social problems, language and cognitive skills and discipline and

large classes.

4.5.3.1 Cooperation One of the requirements of the NCS is that continuous assessment should be

done (see 2.6.1.4) and that teachers should keep a record of the assessment

(Circular 38/2007 in Appendix G). The teachers store the assessment records in

a portfolio for each learner. The science teachers complained that the learners

do not cooperate. The learners do not complete the assessment tasks and do not

always submit the tasks on time. The teachers have to keep probing them to

169

submit their portfolio work. Some learners neither complete their homework nor

study for tests. Thandi expressed her frustration as follows:

“so sometimes you become angry as a teacher, such and such a learner don‟t

complete my assignment, they don‟t pass my tests” – Thandi

Thandi explained that their lack of cooperation or commitment many times is a

result of their social problems or the fact that they do not all have textbooks.

Thandi commented that when learners do not submit their homework, projects or

assignments it is challenging for a teacher as it is expected of him/her to keep

record of the assessment tasks. She commented as follows:

“Learners are not willing to help us as educators. I think some of them think that

they are doing us a favour by doing their work.”

Violet mentioned one of the reasons she does not want to stay in teaching is that

learners do not do homework and are not supported by the shelter managers

with their homework. Mpho, Oscar, Zaiwan and Thabo complained about

learners not being responsible for their doing homework or submitting work on

time. The teachers are held accountable by the SMT if the portfolios of the

learners are not complete. Zaiwan referred to the fact that the learners have to

adapt to new concepts that they learn. They have to take responsibility and

revise it at home. But when he asks them the next day, they have forgotten

everything. The fact that learners do not take responsibility for their own work

and do not cooperate with the teachers is stressful and very frustrating for

teachers. The principal also alluded to the fact that learners do not do homework

and it poses a problem for the teachers.

4.5.3.2 Social problems From the start the principal, in his interview, referred to the fact that most of the

learners of School of Hope have social problems and that these have an

170

influence on their schoolwork. The words of the principal summarize the social

problems as follows:

“The majority of the learners come from shelters and they don‟t have space to

study. You will find 20 learners, of which you will find grade 12‟s also, crammed

in one room. The shelters don‟t always have electricity and if their budgets are

exhausted, the learners have to go without food.”

All the teachers at some stage in their interviews mentioned the social problems

of the learners as a factor that has an influence on the effective implementation

of the NCS. The principal explained that they admit learners throughout the year.

Oscar explained that if a learner comes from a shelter, the school is forced by the

GDE to admit the learners. This poses a problem for the teachers with portfolios.

The learners who are admitted late do not have a complete portfolio and the

teachers are burdened with the responsibility to ensure that the portfolios get

updated. Most of the teachers confirmed this practice.

Another social problem that some learners struggle with is drugs. Both Thandi

and Oscar mentioned that some learners use drugs and that the school has to

assist them with overcoming this. The problem for the teachers is that the

learners do not concentrate in class or that they behave in a destructive manner.

There is no or very little parental support for the learners. This poses a problem

for the teachers. This was raised during the focus group interview (p. 11) and the

teachers pointed out that they do not have parents to phone if learners

experience problems at school or the parents or guardians (like the shelter

managers) are not interested to hear the problems. Thandi and one of the

teachers in the focus group interview (p. 13) mentioned that some of the learners

are part of child headed-families.

One of the teachers in the focus group interview (p. 3) explained that due to their

social problems the learners have a lack of general knowledge as they do not

171

read newspapers, have television sets or radios to listen to the news and other

programmes.

Oscar and the principal explained that the school runs a feeding scheme as

many learners do not have food. The fact that learners are hungry may also have

an influence on their performance.

4.5.3.2 Language and cognitive skills The fact that English is the second or third language to most of the learners

poses a significant problem for the teachers. Zaiwan, Oscar and Violet explained

that the learners find English as medium of instruction at the school difficult to

understand. Zaiwan explained that he has to simplify the English used in the

textbooks for the learners. One of the teachers in the focus group interviews (p.3)

explained that during the common exam written by grade 9 learners they found

the English very difficult and did not understand what was asked. The learners in

the focus group interview also complained about the fact that they find English

difficult to understand:

“Cause like most kids they don‟t like understand English thoroughly. Cause it

becomes a problem for to request because this textbook they don‟t like, how

shall I say, they put in terms English we don‟t…” - focus group p. 6

The learners in this citation refer to English as language being difficult but also to

the terminology used in the textbooks. The new terminology that learners have to

master can also be seen as a new language they have to learn. Zaiwan referred

to the new terminology in his interview and mentioned that a lot of new terms

have to be learned in grade 10. The learners do not understand them and he has

to explain and clarify them.

The teachers have different opinions regarding the cognitive ability of the

learners. Zaiwan explained that he was surprised by the fact that the learners

172

were participating in the lessons and that he experienced them as very

intelligent. The principal mentioned in the interview that most learners were

academically not strong. During the focus group interview (p. 4) one of the

teachers expressed his/her concern in this regard as follows:

“But if you look at most of the work that comes with the NCS, they tend to ignore

the physiological aspect of the cognitive level of the learners, you find that the

learners are given too much quantity which is just above their level and that

makes it very difficult for them, the learners.”

In the focus group interview the HOD mentioned that some learners are very

slow (p. 10), while another teacher referred to the fact that some learners have

learning difficulties (p. 11). Zaiwan as well as the learners (p. 2) mentioned that

some learners have reading difficulties. The learners themselves admit that they

lack basic skills in mathematics and science and this poses a problem (p. 2).The

varying cognitive levels of the learners, as well as the learning and reading

problems they experience complicate the job of the teachers.

Despite the challenges they have to face, learners still had dreams. In the focus

group interview the learners shared their future dreams with me and all of them

wanted to study further and better themselves.

4.5.3.3 Discipline and large classes Mpho complained that the learners lack discipline and that the teachers‟ hands

are tied. Thabo explained that he had large classes teaching grade 8 and 9

learners. The large classes pose problems with group work since it is difficult to

control group work with 60 learners.

4.5.4 Community of practice issues The science teachers form part of the community of teachers in the school, as

well as part of a smaller community of science teachers within the school. Some

important issues arose concerning both these communities from the data

173

generated. The issue of the cluster group as an ecology of practice is mentioned

in this section and discussed in more detail under the theme of professional

development later in this chapter.

Some tension between the SMT and the science teachers exist as was identified

through the discourse during the interviews. Mpho referred to “they and us” when

he explained the pressure on teachers concerning great amounts of paperwork

that is expected by „them‟ (the SMT). The tension between the SMT and teachers

also became clear during the focus group interview (p. 5-6) when the teachers

discussed the fact that chemicals are ordered that they cannot use. Mpho

echoed this when he explained that “they” are not buying the right equipment.

Three subthemes were identified under the main theme of community of practice,

namely collaboration, communication and support.

4.5.4.1 Collaboration Some of the teachers experienced good collaboration in the community, while

others did not. Oscar and Zaiwan reported that they feel the staff and SMT work

well as a team in conjunction with the outside support they receive. Oscar

experienced close collaboration between the two departments he is working in,

namely earth sciences and life sciences. He felt that they integrate quite well.

Thabo did not experience this kind of collaboration. He expressed the need to

collaborate as follows:

“If we can work together at the school, like team teaching. If I have a problem in

geography of life science, if those teachers can help me. Like the earth and the

crust.”

The HOD and one of the teachers expressed the need for team teaching when

addressing the problem areas in the curriculum that teachers do not feel

confident about. An example of such areas is the incorporation of earth science

into the natural science curriculum for grade 8 and 9. The science teachers were

174

not trained in earth science in their initial qualifications. One of the teachers in the

focus group interview expressed his feelings:

“I am suffering, I am working alone, I am searching for information. So the

learners suffer a lot from that topic”.

Situmo, the HOD of the FET phase, reflected on the possible reasons why they

do not have a functioning science laboratory and he came to the conclusion that

the SMT lacks collaboration among the members and does not provide sufficient

support to the teachers. He expressed himself as follows:

“I am on the SMT, but it is not functional. We must work as a team, but teamwork

is not there. We must work collectively. If we can work as a unit, things are

possible”.

4.5.4.2 Communication There appears to be a lack of communication between the SMT and the teachers

in the smaller community of science teachers. Oscar explained that he indicated

on his personnel development form that he needed more information on the topic

of genetics. He reported that he has not received any help or communication

concerning this issue. Thabo mentioned that there is no communication between

the FET and the senior phase concerning science issues. In the focus group

interview the lack of communication became evident concerning periodic tables

(p. 6). Apparently periodic tables were delivered to the school, but none of the

teachers was aware of it or has received one. Another example that illustrates

the lack of communication is a discourse underlying the communication between

the HOD and one of the teachers. During the focus group interview it appeared

that the teacher was not aware of the steps to be followed when he was

confronted with a learner experiencing social problems. This particular teacher

was not new to the school and many learners in the school experience social

problems.

175

4.5.4.3 Support Oscar felt that he was supported by other teachers in the cluster meetings, i.e.

the ecology of practice. Mpho felt that the teachers at school supported each

other, but the support was not enough. Thabo felt that there was no support from

the SMT. He explained that a new teacher who started at the school did not

receive any support when he experienced a problem. Thandi mentioned that she

struggles with teaching the topic of evolution and asked in the focus group

interview (p. 9) where she can obtain support in this regard. The HOD‟s response

to this was that she has to indicate it on her personal growth plan (PGP). The

problem is it seems that the PGPs are just treated as paperwork that has to be

done and never looked at again (see Oscar‟s experience in the paragraph on

communication above.) It seems as if only lip-service is provided to professional

development – teachers complete the PGP, highlight areas of growth, and that is

where it stops.

In conclusion to the topic of effective community of practice, a comment made by

Situmo in his interview warrants special attention. He mentioned that they

supported each other in subject meetings (of which one agenda was found in a

file). He stated that the FET and senior phase science teachers hold separate

subject meetings. In doing so he reflected and mentioned that they should have

subject meetings together to address topics that are important for the FET phase,

but that are not covered sufficiently by the junior classes. He remarked that in

doing so they have to be careful not to step on people‟s toes as teachers don‟t

like new suggestions. This remark indicates that there are tensions at work

between the FET and senior phase teachers, but also among the teachers

themselves. This may result in underpreparation of learners in the senior phase

for the subject science in the FET phase. The apparent tension in the science

community at the school was confirmed during the focus group interview with the

science learners (p. 6). They explained that they approached another science

teacher in the school to explain some science content to them that they

experienced problems with. Their current science teacher was upset and they

176

were told that they have to get permission from the principal if they want to do

something like that in future.

Violet confirmed that subject meetings are held “sometimes”. She also mentioned

that subject meetings are held per phase. During these sporadic subject

meetings the challenges that teacher experience are addressed and support

offered. Violet also mentioned that they encourage team teaching in order for

teachers to assist each other with the topics they struggle with. The problem is

that no team teaching is done at the School of Hope. All of the above is evidence

indicating that no real community of practice exist, but that a “pseudo community

of practice” (see 2.6.5) between science teachers is operational at the School of

Hope.

It is believed that the lack of a proper staffroom contributes to the lack of

communication, collaboration and effective community of practice in the school.

During break times and free periods it was observed that teachers broke up in

smaller groups and worked in different venues. This isolation cannot be

conducive to nurturing a healthy school community where collaboration,

communication and support are effective

4.5.5 Roles of the teacher The various roles of the teacher as envisaged by the NCS are discussed in

section 2.6.2. It is explained that the NCS expects teachers to fulfil various roles.

A finding in this it that although the different roles a teacher has to fulfill poses a

problem, it is ranked second last if frequency of codes is taken into consideration.

The many different roles are clustered as four broader sub-themes, namely

administrative roles, psychological roles, academic roles and pedagogical roles.

Situmo explained the problems with adhering to the different roles as follows:

“One that is challenging is too much paperwork, teach, assess learners, check

educators, write reports, Maybe we will get used to this with the new NCS.”

177

4.5.5.1 Administrative roles The roles identified as administrative roles are that of paperwork administrator,

manager and assessor. As paperwork administrator the teachers have to

complete various forms, see that files are regularly updated, complete the

pacesetter and keep record of all assessment tasks that learners complete.

Keeping the assessment portfolio of each individual learner updated is a huge

amount of work for the teachers. The paperwork to be done is very time

consuming and all the teachers complained about to that. Thandi and Oscar

referred to the fact that admitting learners throughout the year complicates the

work to get all the portfolios up to date. Thandi and some teachers in the focus

group interview (p. 11) also mentioned that the amount of continuous

assessment to be done is very time consuming. The teachers have large classes

and all the assessment work has to be marked and recorded. Mpho explained

the teachers‟ frustration with paperwork as follows:

“NCS was implemented with good intentions, but unfortunately it ended up

getting teachers to do a lot of paperwork, a lot of paperwork yes. The paperwork

also means a lot of filing. In the old system we did paperwork, but not as much as

now. That‟s why a lot of teachers leave teaching.”

Part of the administrative role categorised as a sub-theme is that of manager.

This includes planning, preparation and writing of reports. During the focus group

interview (p. 1) one of the teachers complained about the HOD wanting to see

his preparation. Violet explained in her interview that with the NCS teachers do

more planning than with the previous curriculum. There are three phases of

planning she referred to. Teachers first plan as a phase, then they plan as a

grade and then they do their personal planning. Teachers also have to determine

if learners have achieved the outcomes and managed to reach the assessment

standards. Mpho also mentioned that one has to do proper planning and that is

very time consuming.

178

4.5.5.2 Psychological roles The three main roles that are grouped under psychological roles are that of social

worker, counsellor and remedial teacher. Thandi explained that due to the social

problems of the learners the teacher has to act as social worker and counsellor.

The learners come from shelters or child-headed families; they do not have

parents that can assist them with their problems. Thandi and Oscar mentioned

that many learners struggle with drugs and sometimes they have to act as

counsellors and assist these students as well. One of the teachers in the focus

group interview explained that he tried to assist a learner who experienced

problems, but it is difficult as there is no parental support.

The HOD remarked in the focus group interview (p. 10) that some of the learners

are very slow. This makes it difficult for the teacher to move on to another topic

when many learners to not understand the work. The teacher then has to

implement some remedial strategies. All the teachers in the FET phase offer

extra classes after school to assist learners who have problems with their

schoolwork.

4.5.5.3 Academic roles The NCS introduced many new topics and new learning areas to the science

curriculum. These topics include evolution, genetics and DNA in life sciences of

the FET phase (Zaiwan and Oscar). Thabo complained about the „earth and

crust‟ as well as the life sciences section in natural sciences and Thandi

experienced problems with the physical sciences section in natural sciences. The

topics she found extremely difficult were related to chemistry. She mentioned the

writing of formulae and chemical equations as well as chemical equilibrium and

the balancing of chemical equations. Most teachers were not trained in these

new content areas and therefore the NCS requires a major academic role to be

fulfilled. Under academic role is understood the science teacher as subject

specialist, as student and as researcher. To be a subject specialist with all the

new content the teacher has to become a student and most teachers are either

busy obtaining their ACE or BEd of BSc degrees. To make time to study in their

179

busy schedule is not easy for them. The teachers in the focus group interview

(p.2-3) explained that the teacher has to constantly look for new information as

some textbooks do not cover every required topic. Because the learners do not

have access to internet or a library the teacher also has to do research on their

behalf to find information they can use in assignments.

4.5.5.4 Pedagogical role Under pedagogical role of the teacher is meant new teaching methods that have

to be mastered, the English language and new terminology that have to be

interpreted and simplified to the learners and practical work that has to be done.

The new teaching methods seem to be a problem for the teachers. Zaiwan

explained his frustration with the learner-centred teaching methods and group

work that has to be followed:

“So I think that one (learner-centred methods) it has caused a lot of problems,

caused a lot of conflict with our facilitators because that is what they expect from

us. They don‟t expect us to do the actual teaching, they want the learners to see,

the learners performing before things are actually explained to them. Sometimes

it makes life difficult.”

Oscar and Thandi found group work to be positive but had a problem assessing

learners during group work. Oscar‟s greatest concern was the allocation of marks

to learners who do not really participate during group work. Zaiwan also

explained in his interview that he has to simplify the English language in the

textbooks to the learners and explain the new terminology in detail to them. The

learners (focus group interview) also referred to the fact that they do not

understand what is written in the textbook and when they approach the teacher

to explain it to them, they do not always have the time to do so.

180

Mpho mentioned that the NCS requires substantial amounts of practical work to

be done in science. According to Mpho this poses a challenge to the science

teachers. The first challenge is that proper preparation and planning for the

practical work is time consuming. The second challenge is that the teachers do

not always have the chemicals and apparatus in stock. Most teachers in this

study ended up not doing any practical work at all. Shoestring science has to be

mastered where the necessary apparatus is not available. Oscar and Thandi

were good examples of how shoestring science was applied successfully. Thandi

used empty glass bottles for an experiment to determine the different types of

soil when glass beakers were not available and Oscar used 2 litre plastic cold

drink bottles to substitute for unavailable bell jars in a life sciences experiment.

4.5.6 Personal well-being When discussing the problems they experienced with the NCS and their lived

experiences as science teachers with the implementation of the NCS, some

personal issues surfaced and these were grouped to form one of the major

themes. It might be interesting to note that this theme had the third most number

of codes. The codes concerning these personal experiences or issues were

grouped together in three sub-themes: feelings/emotions, Maslow‟s hierarchy of

needs and agency. These personal experiences will now be discussed.

4.5.6.1 Feelings/emotions Some of the feelings or emotions were positive and portrayed feelings of being

content with oneself, while others were more negative and portrayed an image of

a person still seeking fulfilment and being unhappy with the current situation. The

positive feelings are discussed first. Zaiwan explained in his interview that he has

a passion for teaching and the learners he works with. His passion for the

learners became evident when he explained how he simplifies the difficult

English words and subject terminology for them. Thandi explained that she

experiences the school as being a “nice school” and that she loves kids and

teaching. Violet indicated at the beginning of her interview that she loves

181

teaching, but later in the interview it became evident that she experiences more

negative than positive feelings. Oscar had attended a workshop at UJ covering

the topic of genetics. Back at school he presented a lesson on genetics and was

able to answer the questions that learners asked him. Oscar explained that it felt

meaningful. His body language when explaining how he experienced this was

that of feeling confident and empowered. Oscar explained his feelings after

improvising with 2l plastic bottles substituting of bell jars. He mentioned that

although it was challenging, he felt great when in his words “you soldier it”. Oscar

explained later in his interview that he experiences a lot of job satisfaction by

helping learners to become successful adults. He is passionate about his job and

feels fulfilled. He expressed his feelings as follows:

“As a person I feel great to see maybe okay, I am developing, I am nurturing

learners yes, and then when those learners in future they become successful,

and then I meet them, these learners are in higher positions, actually I feel great,

that I am doing a good job.”

Thabo enjoys teaching and likes the NCS, but later expressed negative feelings

towards the school environment and management. Many negative feelings were

identified during the data generating. Zaiwan explained that when OBE and the

NCS were implemented he found it difficult to adjust due to the new terminology

used and all the paperwork. He experienced the focus on learner-centred

practices challenging and felt frustrated. Thandi sometimes experiences feelings

of anger when learners do not complete their assignments, while Oscar feels

discouraged when he does not receive enough support from the SMT. Situmo

mentioned that the lack of equipment and all the forms and paperwork related to

the OBE is challenging and de-motivating. Violet explained that it was difficult for

the more experienced teachers to adjust to all the policy changes. First they had

to adjust to OBE and then to the NCS. She felt frustrated with all the changes

and feels “sick and tired” of the learners and frustrated as a teacher. Mpho is also

an experienced teacher and feels discouraged by all the paperwork involved with

182

the NCS. He experiences the NCS as a failure and feels pressurized by it. He

mentioned later in his interview that many teachers are depressed due to all the

pressure, which is not something he experienced with the previous curriculum.

He felt that in terms of discipline the learner-centred approach punished the

teachers. One of the teachers in the focus group interview (p. 8) explained that

he feels that he is punished and that he is suffering because he has to teach

topics on life sciences and earth sciences that he is not familiar with. Another

teacher in the same interview (p. 9) said that he feels confused by the new topics

like evolution. It seems as if many of the teachers feel disillusioned with teaching.

Thabo expressed his feelings as follows:

“I don‟t know whether it is the system or this school. Maybe I must quit and move

to the private sector. I don‟t want to be here anymore. I want to quit teaching and

move to Randwater.”

4.5.6.2 Maslow’s hierarchy of needs During the interviews it became evident that the teachers all have various

unsatisfied needs. A few of the teachers expressed the need for better payment,

which can be seen as an unsatisfied physiological need. The need for more

structure was expressed by Thabo. Mpho, Thabo, Situmo and one of the

teachers in the focus group interview referre to the lack of support or being on

their own, which shows the need to belong and share. Violet mentioned in her

interview the need to be respected by both the community and the district office.

When discussing how the laboratory needs to be renovated, Situmo realized the

need for self reflection when he came to the realization that they could do many

of the things themselves. Many of the participants expressed the need for more

knowledge (cognitive need) and personal growth.

The needs expressed by the participants correspond to a large extent with

Maslow‟s (1987) hierarchy of needs model as discussed in 2.12.4. It might be

183

that because some of the lower level needs of the science teachers are not met

that they struggle to implement the new policy effectively.

4.5.6.3 Agency vs victim mentality When using agency as a sub-theme in this study it refers to the capacity of the

teacher to change his/her own life as well as the environment surrounding

him/her as discussed in 2.12.5. It will include how the agent is shaped by the

environment, for example becoming negative or positive due to all the changes

experienced.

The first important factor identified during the interviews was the general attitude

of the teachers towards the change, namely the implementation of the NCS in

their lives. An attempt was made to place the participants in the study into three

main categories according to their overall attitude towards teaching, the school

and the NCS. These categories are negative, neutral or positive. The principal

was positive, but did not have much contact with his staff. The two HODs

appeared to be neutral concerning these issues, but portrayed many negative

feelings and therefore tended to lean more towards a negative attitude. Although

Zaiwan experienced negative feelings, he had a positive attitude and appeared to

fall into the neutral group. The learners were very positive and enthusiastic about

their schoolwork. Thandi and Oscar had a positive attitude, while Thabo and

Mpho had a negative attitude towards their current situation. The teachers‟

attitudes are summarized in table 4.19:

184

Table 4.19: Classification of participants according to attitude towards teaching

Negative Neutral Positive

Situmo (HOD)

Violet (HOD)

Thabo

Mpho

Zaiwan Principal

Thandi

Oscar

Source: Compiled by researcher Both Thandi and Oscar improvised when they were confronted with a situation

for which they did not have the necessary apparatus on hand Oscar used the few

pieces of equipment and teaching aids with which he performed experiments and

group work and he made the best of a situation that was not ideal. The fact that

Thandi and Oscar acted positively when challenged demonstrates that they

make use of their agency. Both these teachers acted confidently and were

committed and creative. They felt empowered by their actions and were

ambitious; they saw a future for themselves in teaching. Zaiwan also felt

confident about what he had achieved with his learners, and although he did not

always understand facilitation and group work strategies, he nevertheless tried to

implement them.

Situmo and Violet, the two HODs lacked a sense of agency, responsibility and

initiative. They realized that the teachers needed apparatus, chemicals, teaching

aids and a working laboratory, but they did not take action to solve these

problems. They could take initiative and fix the laboratory, draw up a budget and

pressurize the principal to order some equipment in order to support and assist

the science teacher for whom they are responsible. Most of the problems in the

laboratory could be fixed at a minimal cost. The taps need knobs, the black board

needs a few screws and if they wanted to put up shelves in the store room they

185

could also do that themselves. Videos could be bought and the teachers could be

motivated to tape programmes at home, or educational videos could be ordered

from the National Library in Pretoria. The Faculty of Education of the University of

Johannesburg has also invited the teachers to use DVDs from their library. The

problem is they are not committed and motivated to do so. They act as

policemen to complete checklists on all the paperwork that the teachers have to

do. Both Situmo and Violet had unrealistic expectations of how the problems can

be solved. They lacked the agency to see themselves as the agents of change

and instead adopted a victim mentality. Situmo had the idea that if “someone”

can fix the laboratory all their problems regarding resources would be solved.

Violet, when asked what could be done to improve the lives of teachers,

responded that the teachers should be taken to Pretoria or Midrand on

excursions in order to understand what they have to teach. Zaiwan demonstrated

the same type of victim mentality when he explained that he wants to take the

learners on a tour to the Kalahari to understand ecology. He lacked the agency to

realize he could teach ecology using the school yard and all insects, plants and

other organisms that live there as examples.

Mpho demonstrated his lack of agency when he explained that old teachers were

familiar with the old syllabus and were not trained in some of the new topics

included in the NCS. He explained that these teachers were no so confident with

the new work and must master it on their own. He demonstrated a victim

mentality when he complained about the lack of chemicals and apparatus, but he

taught in a laboratory and had some basic apparatus and chemicals in stock. At

the end of his interview he complained about the discipline in schools and

commented that:

“as teachers our hands are tied.”

Thabo blamed the school for all the problems. He complained that they do not

have a laboratory, test tubes and glass beakers. All of these do exist in the

186

school, although not enough. He did not determine what was available nor did he

try to improvise. Thandi taught the same learners, but she used old glass bottles

when she did not have glass beakers. He complained that he did not get

informed about cluster meetings, but he could easily ask one of the other

teachers. Thabo demonstrated a victim mentality of “poor me” and lacked the

agency to change his environment and to empower himself.

4.5.7 Professional development issues The last major theme identified was that of professional development. All the

science teachers and the HODs referred to some sort of professional

development they received or the lack thereof. During the different interviews it

became evident that professional development was done applying the top-down

method. The Department of Education decided on where, how and when

professional development should take place. The three sub-themes relating to

professional development issues are the identification of professional

development needs, the methods used to supply professional development and

the PCK to be addressed during professional development. The issues pertaining

to professional development will now be discussed under these headings.

4.5.7.1 Identification of needs The specific needs that the science teachers mentioned were not addressed in

the workshops. During the focus group interview (p. 9) a discussion ensued

around workshops the teachers attended. One of the teachers as well as the

HOD commented that during the workshops offered by die Department of

Education, the topics that the teachers struggle with are not addressed. A few of

the teachers commented in their personal interviews and one of the teachers in

the focus group interview that they did indicate the problematic topics on their

personal growth plans, but those topics were not workshopped. In the focus

group interview (p. 10) the teachers explained that the subject facilitators (or

advisors) only offered workshops on the topics they themselves understood. If

the teachers asked questions about the topics the subject facilitators did not

187

understand, they would refer them to Google to search for more information.

Violet suggested that the workshops should last longer. Violet summed it up as

follows:

“There is a series of workshops that are arranged, but with the Department, they

just decide on the topic, you can‟t say what you want.”

Violet also suggested that the workshops be more detailed and should be offered

by experts in the field.

4.5.7.2 Methods or pathways Professional development for the NCS at the School of Hope was done by

means of different means. The most common methods used include circulars,

workshops, professional qualifications at universities, clusters and subject

meetings.

Concerning the professional development, the following methods were identified:

Circular 28/2008 (see appendix H) of the GDE states clearly that the training and

development of educators in preparation for the implementation of the NCS in

2008 shall be mainly through short courses and ACE bursaries. Circular 38/2007

provides a detailed framework ensuring that the minimum conditions are in place

to facilitate teaching and learning. This document provides detailed instructions

on how the following topics should be handled: analysis of results, resources,

teaching and learning, curriculum management and lastly leadership,

management and governance. Oscar explained that they receive information on

new content via circulars and some pamphlets.

Workshops were the most common method of professional development that

was mentioned by the teachers in the study. Thabo mentioned that he attended a

one-week workshop concerning the implementation of the NCS for science. The

workshop covered physical sciences for grades 10, 11 and 12, but not natural

188

sciences which he currently teaches. Thabo, Mpho and teachers in the focus

group interview expressed the need for more workshops to be held, especially on

new content topics. Zaiwan did not attend any workshops on OBE methods.

Zaiwan and Thandi are currently doing their ACE and receive some of the

information they need through their studies, but not enough. Violet explained that

she attended some workshops offered by UJ as well as workshops offered by the

GDE. She experienced some problems with the GDE workshops, namely that

they did not cover the topics she needed, the facilitators conducting the

workshops were not very knowledgeable themselves since they read the

information from a paper and the workshops were too short. She felt the

workshops were a waste of time and suggested that they be held during

holidays. Mpho explained that they were just given short courses (workshops)

and he felt that as soon as he left the workshop, he had already forgotten what it

was about.

All the teachers in the study referred to cluster groups, or clusters as an

important component of support. Most of the teachers explained that they

experience the cluster as support mainly regarding assessment. They moderate

portfolios (Mpho), exchange tests and exam papers and file contents (Oscar).

Oscar also mentioned that he exchanges lesson plans containing experiments

with some teachers at the life sciences cluster.

As explained in 2.3.1 subject advisors currently need to assist with the

professional development needed to implement the NCS. A tool for this was the

formation of clusters. Unfortunately it seems that the clusters were hijacked for

assessment purposes and that their originally intended purpose is not being

fulfilled.

According to circular 38/2007(see appendix G) paragraph 4.4.1 subject meetings

are supposed to be held monthly by members of the SMT with their respective

departments. It stipulates that discussion should revolve around enhancing

189

learner performance. Only one agenda for a subject meeting was found in a

teacher‟s file during the process of data gathering. Violet explained that the

senior phase science teachers do have subject meetings sometimes and then

they discuss the same agenda as the FET phase. Situmo explained that they

support each other in subject meetings. They discuss different topics and

teaching methods. He also mentioned that they are careful not to step on

people‟s toes and that teachers do not always like to suggest something. Not one

of the science teachers mentioned the subject meetings when asked about

support they experience at school.

4.5.7.3 PCK to implement the NCS Professional development issues concerning subject content, teaching methods

(pedagogy), practical work and classroom management, are discussed under the

heading PCK to implement NCS. All the science teachers in the school received

initial training in subject content, pedagogical issues and practical work, but not in

the way the NCS requires. The way in which the teachers voiced their specific

problems regarding these issues are discussed.

4.5.7.4 Content Zaiwan mentioned that with the implementation of the new curriculum came

some new terminology to be learned, both regarding subject terms and

pedagogical terms. He found this very difficult. Zaiwan also referred to the new

subject content in the grade 10 life sciences curriculum. He found that it has a lot

of detail and thought that it is almost on university level. Two topics Zaiwan

mentioned as particularly difficult were evolution and genetics. He mentioned that

they did have workshops on the new topics, but they were apparently not

sufficient. Thabo was trained as a physical sciences teacher. He is currently

teaching natural sciences which include topics on life sciences and geography.

Although Thabo did complete his ACE, he still found these topics a problem. He

mentioned that he did not attend any workshops on these topics. Thandi

experienced a similar problem. Thandi was trained in life sciences and

190

technology. She now teaches natural sciences and experiences problems with

physical science, especially chemistry, DNA and biochemistry. She expressed

the wish to be take part in workshops in these areas. Oscar experienced a

problem with genetics and he expressed himself as follows:

“Ja there is this section of DNA surfaces and in fact that one is not the problem,

ja genetics, you see that one it needs to be workshopped. Teachers need to be

workshopped.”

Oscar mentioned that he attended a workshop offered by UJ the previous year

and now teaches on this topic with confidence. Mpho explained the need for

professional development in subject content with the following words:

“The new content is a challenge to teachers. Old teachers are familiar with the

old syllabus. Part of the grade 11 and 12 topics were taken for university

programmes. Teachers are not so confident in that work. Workshops were not

conducted on this and teachers are on their own. We must master it on our own.

In science we have not attended a single workshop on new content knowledge.”

The issue of the need for more professional development on subject content was

raised a few times during the focus group interview with the science teachers and

by the HOD for the senior phase, Violet.

4.5.7.5 Teaching methods Professional development on learner-centred teaching methods was raised by

some of the teachers. It was also observed during some of the lesson

presentations that the teachers did not know how to implement facilitation and

group work. When asked what problems they experienced with the

implementation of the NCS and OBE, Violet and Zaiwan raised the matter of

learner-centred teaching methods. They experienced problems switching from

the chalk and talk method to facilitation. They also struggled with the activities

191

that the learners had to do. Oscar and Thandi mentioned that they struggled with

group work, to get all the learners equally involved as well as the assessment of

group work. During the lesson observations it was evident that some teachers

like Thabo and Zaiwan used the old chalk and talk method. Thabo attempted to

implement facilitation by letting the learners read the content from their textbooks

aloud in class. Oscar implemented facilitation by writing the topics each group

has to investigate on the blackboard, dividing the learners into groups and then

leaving them to discuss this for a week. At the end of the week each group had to

present a poster on the work covered. Thandi was the only teacher who

facilitated active group work successfully. The learners in their focus group

interview (p. 3) indicated that they enjoyed group work very much.

4.5.7.6 Practical work The learners in the focus groups interview (p. 3) expressed their need for

practical work as follows:

“What I would like in the classroom is that we will be more in an environment

whereby it happens that we have to do things that concerns we do it practically.

We only have to think about it, we don‟t have that kind of materials, so we have

just to forget about it and we have to come back to it later and learn something

else.”

All the teachers as well as the two HODs mentioned that they do not have

sufficient equipment to perform experiments. SOH does have some basic

apparatus and chemicals available, but it is not utilized by all the teachers. It

might be due to a lack of knowledge on how to use the apparatus. Oscar

explained that he attended a workshop on practical work and data handling. At

this workshop they just discussed how the experiments should be done in

groups. No actual practical work was done by the teachers themselves, nor was

it demonstrated to them. He attended one workshop, in 2006, where a

demonstration was done by the subject advisor, but the experiment was not a

192

challenging one. Both Oscar and Thandi improvised and applied shoestring

science at times. It is a practice that more of the teachers need to be made

familiar with, as they do not have adequate resources available at the school.

4.5.7.7 Classroom management The last section under professional development is classroom management. It

seems as if the teachers need professional support in classroom management.

The learners in the focus group interview (p. 2 & 6) felt that the curriculum is too

full and that teachers do not have time to explain the work in detail to them. The

two HODs mentioned that they have to push teachers to meet deadlines and

stick to their pacesetter. It seems as if time management is an important skill that

needs to be addressed. Thabo expressed the problem he has with large classes,

while Mpho expressed the need for better discipline in class. Violet explained that

OBE needs a lot of planning and Thabo thought that the school is not organized.

All the above mentioned problems mentioned as well as the laboratory not being

used effectively, shows the need for professional development in proper

classroom and school management. The tensions that became evident during

the focus group interview and the Interview with Situmo allude to the fact that

conflict management and communication skills should also be addressed.

4.6 LINKING THE FINDINGS TO CHAT

In this section the major themes identified will now be linked to the conceptual

framework, CHAT, in order to get an overview of the bigger picture. Looking at

the themes through the CHAT lens will give the opportunity to identify any

tensions or relationships between the major themes identified. Figure 4.7

schematically explains how the major themes integrate with CHAT.

193

Figure 4.7: Integrating themes with CHAT Source: Compiled by researcher adapted from Engestrom, 1987 4.6.1 The TOOLS In the initial discussion of the tools of mediation, in paragraph 2.6.1, the major

tools indicated were the NCS policy documents, OBE principles, policy

documents, workshops, textbooks, pedagogy and language. The four themes

relating most strongly to these TOOLS are resources, learner factors,

professional development and management issues. The NCS policy or OBE as

such did not emerge as a major issue, but by implementing these policies some

of the aspects embraced in the policies did feature as issues. The NCS requires

“science-as inquiry” approaches. Most of the science teachers at School of Hope

use “chalk and talk” methods of teaching and “recipe like experiments”, if any.


Resourcesss

Management Learners

Prof Development

Prof Development

Personal wellbeing


Prof Development

Personal wellbeing

Teacher roles

Management

Learner factors

Management Community of practice

Prof Development

Teacher roles

TOOLS

SUBJECT

RULES

COMMUNITY

DIVISION OF LABOUR

OBJECT

OUTCOME

194

Other examples of learner-centred activities include group work, facilitation,

assessment and research. The four themes linked to tools are now discussed.

The more experienced teachers (the subject) found it challenging to adjust to the

change of tools (NCS and OBE) of mediation as was expected in paragraph

2.6.1.4 of this study. The younger teachers like Oscar and Thandi who were

trained in OBE principles did not find it so challenging. Mpho was the only

teacher who declared outright that the NCS has failed. None of the other

teachers criticized the new policy as such. One of the problems was that they

were not given proper instructions and hands-on experience on how to handle

the tools. This can be seen in the professional development issues that were

identified. The teachers lacked specific support pertaining to PCK in order to

implement the NCS and OBE tools, therefore there is a need for professional

development in subject content, teaching methods, practical work and classroom

management. The teachers (as subject) in the activity system are the persons

operating the tools of mediation and know best which skills they need help with.

As a top-down approach was followed during professional development, the

teachers were not consulted on what their needs were and therefore the specific

needs of the teachers concerning professional development featured as a

problem. Most of the teachers indicated in their PGP which topics they needed

support in, but it was not addressed. The pathways or methods followed for

professional development were mainly workshops and documents, which seems

to be not so effective according to the teachers. The effect of this caused tension

in the activity system as the science teachers as subject were not empowered to

use the tools available to the best of their ability. This tension has an effect on

the object, i.e. the successful implementation of the NCS and the outcome and

empowered teacher.

Another tool of mediation that the science teacher as subject needs is the

necessary resources to implement the NCS. Lack of resources that was

mentioned as a problem in this study included science equipment, textbooks for

195

learners, teaching aids and resources needed to conduct research. The main tool

used by the science teachers were the chalk board, textbooks and language. The

lack of resources at the School of Hope was a source of great frustration for all

the science teachers, which contributes to tension in the activity system.

Teachers do not have the agency to look for solutions themselves.

One of the tools of mediation discussed in 2.6.1 was language. Language is a

powerful tool the teacher can use to explain and transfer skills and knowledge to

the learners. To the subjects in this activity system it acts a barrier rather than a

tool as the medium of instruction is English. Many of the learners in the School of

Hope are not proficient in English. Other learner factors that have an influence on

the tools as mediation are the social and academic problems the learners in the

School of Hope experience. These learner problems contribute to tensions in the

activity system. Thus language did not act as mediator in this instance, but rather

as an obstacle.

Management is discussed under community in the CHAT framework, but

features under TOOLS as management is responsible to supply some of the

tools of mediation, like resources and professional development. By failing to do

so, as indicated in this study, it makes it very difficult for the subject to implement

the NCS successfully.

4.6.2 The SUBJECT In paragraph 2.6.2 it was established that the science teacher (the subject) as

envisaged by the NCS has a complex and broad role to play in the activity

system. To be able to fulfill all the demands placed on the teacher by the NCS,

the teacher needs an effective support system and effective professional

development. Issues pertaining to the support, professional development and

lived experiences of the science teachers identified in this study are community

of practice issues, professional development issues and personal wellbeing of

the science teachers.

196

From the interviews conducted it was established that some science teachers

experienced positive support from within the school community. However the

majority of them experienced a lack of collaboration, communication and support

from within their community of practice. The teachers felt that they were on their

own while implementing the NCS. The community of practice is discussed in

more detail in paragraph 4.6.4 of this chapter.

Due to lack of sufficient professional development the science teachers did not

feel confident in their role as critical mediators of knowledge and facilitators of

practical investigations as discussed in 2.6.2. The science teachers also

experienced a lack of PCK.

The tensions present in the activity system as well as the lack of support

discussed above have an influence on the personal wellbeing of the science

teachers. Some of them experienced negative feelings such as depression,

frustration, anger, disillusionment, suffering, and a perception of being punished.

In general only the lower order needs on Maslow‟s hierarchy of needs have been

fulfilled. Moreover, teachers lack agency.

Two of the teachers experienced feelings of achievement, satisfaction and

fulfillment. These teachers did have agency to act when faced with lack of

resources. Experiencing either negative or positive feelings can have an

influence on the teachers‟ professional identity.

4.6.3 The RULES

The rules in this activity system refer to the school rules that teachers have to

adhere to. These include rules like attending school and classes on time, sticking

to the time table, not being absent too many times and other rules set by the

management of the school. There is no evidence of teachers complaining about

the rules or transgressed the rules as far as it could be determined. Rules

regarding the social order governing communication between teachers and

197

management as discussed in paragraph 5.2.1 were identified under the theme

„management issues‟. There is very little communication between the SMT and

the science teachers. This lack of communication affects the successful

implementation of the NCS as the HODs and the principal are generally not

aware of the needs of the teachers and in cases when they are, they do not

attend to them. Rules that teachers have to adhere to will also include the control

measures implemented by the HODs regarding checklists for NCS paperwork to

be completed.

The roles of the teacher which was identified as a major theme also implies rules

the teachers have to adhere to. As administrators and pedagogues the teachers

have to adhere to rules prescribed by the NCS policy. When acting as counsellor

and social worker there are certain norms and values the teachers have to

adhere to.

4.6.4 The COMMUNITY The community refers to the school community in which the science teachers

work. This includes the symbiosis between teachers, school management,

learners and parents. It also includes the cluster group of science teachers in a

specific district in which the teacher operates. The major themes involved with

community are learner issues, management issues and community of practice

issues. To be called a community of practice Wenger (2006:1) lists three

requirements:

I Members should be committed to a shared domain

II Members must interact, share information, have discussions and learn

together

III Members must develop a shared repertoire of resources and ideas

Unfortunately the community of practice consisting of the science teachers at the

School of Hope did not adhere to any one of the three requirements listed above

and therefore it has to be classified as a pseudo-community of practice. The

198

community of science teachers in this school is merely „playing‟ community

(Whitelaw, de Beer and Henning, 2008).

In the bigger school community including the teachers and the school

management very little collaboration, communication and mutual support could

be found. The SMT of the school does not actively try to engage teachers and

management in common activities in order to nurture or build a community of

practice. During interviews teachers (e.g. Mpho) referred to “they” and “us”. A

clear finding was that a definite tension exists between the SMT and the rest of

the teachers.

Due to the social problems the learners and parents experience, parents are not

actively involved in the running of the school. The learners are actively involved

in the school and the learner factors have been discussed in detail.

One of the research questions referred to the role of the keystone species in the

community of practice as well as the role of the community of practice in the

professional development of the science teachers. Unfortunately no keystone

species could be identified in the community of practice and as the community of

practice was acting as a pseudo-community the teachers did perceive it to play

an activel role in their professional development.

4.6.5 DIVISION OF LABOUR The many roles a teacher has to fulfil can lead to tension in the activity system.

This was identified as an issue in this study. Roles identified were that of

administrator with all the paperwork required by the NCS, the psychological roles

including the role of counsellor and social worker. Academic roles referred to the

role of student and researcher, while the pedagogical role referred to that of

facilitator and teacher. The science teachers in this study experienced problems

negotiating all these roles and some teachers experienced symptoms of stress,

depression and fatigue. Other teachers experienced a sense of satisfaction and

pride while taking up these responsibilities.

199

Another major theme linked to division of labour is that of professional

development. In order to support the teachers in all the roles discussed above,

professional development programmes should include measures to help the

teachers cope with all these roles. Professional development issues identified

touched on aspects like time management and classroom management.

4.6.6 The OBJECT The object of this activity system refers to the professional development of

science teachers. This includes the challenges and problems that they have to

overcome in order to implement the NCS effectively. The needs of the teachers

as well as the essence of their lived experiences also have to be determined.

The problems that the science teachers experience were identified as seven

major themes that were discussed in detail. The problem is that these problems

are not really addressed by the current professional development strategies

applied in the school, either by the school management or the Department of

Education.

The needs of the science teachers were also determined, but the professional

development strategies do not cater for the personal wellbeing issues identified.

4.6.7 The OUTCOME The outcome refers to the successful implementation of the NCS by a self

actualized and confident teacher - teacher who has found his/her footing and

professional identity. In order to reach this outcome the professional

development of the science teachers will have to be adapted. The professional

development programme should address the problems that were identified as

themes in the study and a community of practice should be activated and

nurtured in the SOH in order to support and facilitate the professional

development of the science teachers. Only then will the science teachers find

their footing and professional identities.

200

4.7 CONCLUSION

In this chapter data generated was analyzed and presented a logical and

organized way. The data was then linked to the CHAT model as conceptual

framework of the study. In the final chapter the findings are summarized and

possible recommendations made on addressing the professional developmental

needs of the science teachers of the SOH.

201

CHAPTER 5

FINDINGS, RECOMMENDATIONS AND CONCLUSION

5.1 INTRODUCTION The focus of this study was to determine the problems Natural-, Life-, and

Physical Sciences teachers experience with the implementation of a new

curriculum such as the NCS. An attempt was made to delve deeper into the lived

experiences of the science teachers in order to reveal their specific professional

development needs. The feelings of the teachers about implementing new policy

were noted, as this can affect their agency and professional identity. A qualitative

research design was followed conducting a case study, with a phenomenological

flavour, at the SOH (pseudonym). The research was done using CHAT as overall

conceptual framework and within that, professional development was viewed

through the lenses of Hoban (2002), Vygotsky (1978), Rogan and Grayson

(2003), Maslow (1987) and Lasky (2005).

Data was generated by means of interviews, observations, documents, photo

images and copious field notes. The data was coded and funnelled into seven

major themes with different sub-themes. The major themes and sub-themes

were analyzed and interpreted into findings. This chapter contains the findings,

recommendations, limitations and suggestions for future research.

5.2 SUMMARY OF FINDINGS In this section the main findings reported in chapter 4 will be discussed according

to the themes that were identified.

5.2.1 Management issues Management issues refer to issues regarding the DOE as well as the school

management. The support offered by the DOE was evaluated according to the

202

guidelines offered in the last column of table 4.10. This table ranks the degree of

outside support offered to a school with the implementation of new policy like the

NCS. On a scale of 1 to 4 the outside support received by the SOH, mostly from

the Department of Education, was very low. Regarding resources like apparatus,

computers and the library, the support was ranked rated on level 1. Professional

development and forces that bring about change was also on level 1. The direct

support to learners was ranked at level 2, as the teachers at the school do offer

extra classes to the grade 10 – 12 learners. The main finding regarding the

Department of Education‟s support is that professional development is done

using a top-down approach and they do not address the needs of the science

teachers at the School of Hope in their professional development endeavours.

The focus of the department is on the learners and it is results-driven, i.e.

emphasis is on the outcomes and not on developing and supporting the

teachers. The Department of Education did not supply sufficient support to the

SOH in the form of teaching and learning equipment to implement the NCS

effectively.

The school management and ecology was evaluated according to the criteria in

table 4.8, column 4. The school ecology and management was placed on level 1

according to these criteria. Findings concerning school management relate to

planning, organization, control and support.

5.2.1.1 Planning Issues The fact that teachers do not have their own classrooms and have to rotate lead

to a situation whereby classrooms are not inviting spaces for learning. This

becomes a stumbling block in creating a culture of learning in the school. The

school has a laboratory, but it is only utilized by one grade 12 class. No timetable

exists to give the learners and teachers of the other classes the opportunity to

utilize the laboratory.

203

No daily or weekly staff meetings are held. This may be the cause of the lack of

communication between the SMT and the staff members as well as the pseudo-

community of practice that exists between the science teachers of the SOH.

Management of the budget and allocation of funds seems a problem because the

teachers do not receive the apparatus, chemicals and teaching aids they request.

Another budget issue that needs attention is the lack of maintenance in the

school. The taps in the laboratory need fixing, the classrooms are in dire need of

painting and general up-keep of the furniture, and floors and windows also need

attention.

5.2.1.2 Organization The school runs in a fairly organized manner, but some issues need attention.

The library is disorganized and is not used by the learners. The television set and

video machine in the library are not utilized either.

The staff does not have a central room where they can relax, socialize or work in

their free periods. This may be a contributing factor to the lack of communication

and an effective community of practice in SOH. The school time table is not

available in the main administration office of the school, which makes it very

difficult to locate a specific teacher or learner at any specific time.

5.2.1.3 Communication There is a general lack of communication between the principal and the rest of

the staff members, as well as the SMT and the staff members in the science

department. This leads to a feeling of frustration as the needs of the teachers are

not addressed. The teachers feel that they do not always receive enough support

from the SMT.

204

5.2.1.4 Control Control measures are necessary for good governance, but the SMT must guard

against turning into policemen instead of supporting the staff members. The SMT

of School of Hope does not attend to the professional development and resource

needs of the science teachers. It appears as if they neglect science and do not

know the curriculum very well, as both of the HODs are mathematics teachers. It

appears as if the HODs see their major role as that of checking if the necessary

documentation is completed.

5.2.2 Resources The science teachers in the SOH all complained about a lack of resources. The

school does not have all the resources and teaching aids needed for the

implementation of the NCS. The problem is not that some basic apparatus,

posters and chemicals exist. They do. Rather, the problem is that such resources

are not utilized by the teachers. The teachers display a victim mentality and lack

of agency in this regard. Some of the teachers did try to improvise in certain

instances, but in general the teachers do not realize that they can apply

shoestring science and make their own apparatus and teaching aids using

everyday objects.

The SMT does not address the problem of not having sufficient resources for

conducting research and this can be seen by the finding that the existing library

is not turned into a resource centre and not enough textbooks are ordered.

5.2.3 Learner factors The learners of SOH have many problems due to their socio-economic

circumstances. It is difficult for the teachers to deal with personal problems,

family problems, lack of cooperation and a lack of adequate language skills. The

problem is that it is something that cannot be changed. The teachers will have to

receive support from professional people on how to manage these problems.

205

Some of the teachers complained about large classes and the lack of discipline

in the classes. Classroom management training would help in this regard.

5.2.4 Community of practice issues The community of practice in which the science teachers of SOH operate is not

functional and is in actual fact a pseudo-community of practice (Whitelaw, de

Beer & Henning, 2008). This becomes evident from the summary of findings in

table 4.9. If evaluated on the criteria listed in the last column of table 4.8, the

SOH‟s capacity to support innovation via a community of practice scores zero.

Tensions exist between the SMT and the science teachers, as well as amongst

the teachers themselves. The teachers experience a lack of collaboration,

communication and support within the school community they operate in. Only

lip-service is provided by the SMT in the professional development of the

teachers. This results in teachers feeling that they are on their own and this leads

to frustration.

Even though the teachers feel that they are supported and accepted within the

cluster meetings (as an ecology of practice), in these meeting mostly assessment

issues are addressed. Very little other professional development and personal

issues are addressed in these clusters.

A second important finding relating to community practice is that no keystone

species or master teachers were identified that could assist with professional

development from within the community of practice. Such a keystone species

would be a teacher on level four of Rogan and Grayson‟s (2003) profile of

implementation. Even though some of the teachers have the potential to become

keystone species, they need some scaffolding in order to do so.

5.2.5 Roles of the teacher The major roles of the teacher identified in this study were that of administrator,

manager, assessor, counsellor, social worker, student, researcher, subject

206

specialist and remedial teacher. Another role is a pedagogical one and includes

applying new teaching methods, acting as English teacher, interpreter of new

terminology and content, as well as laboratory technician executing experiments.

Some teachers experience feelings of depression, suffering, frustration, anger,

punishment, being challenged and pressurized. These feelings might be due the

various roles the teachers have to adhere to on a daily basis. All the paperwork

related to the assessment and planning of the NCS is experienced as a major

burden by the teachers. The teachers also struggle to master the new content,

do research and implement new teaching methods all at the same time. Very

little if any professional development support was given to the teachers in order

to manage all these roles.

5.2.6 Personal well-being Personal well-being issues identified could be categorized into three main topics,

namely the feelings or emotions of the teachers, their needs according to

Maslow‟s hierarchy and their agency of lack thereof. The average level of

personal well-being of the teachers when they were evaluated according to the

criteria in table 4.6 is that of 1,5 out of 4. This indicates that the teachers‟ well-

being needs attention. The three main issues mentioned will now be discussed in

more detail.

5.2.6.1 Feelings/emotions Some of the teachers felt very positive towards teaching and explained how good

and fulfilled they felt when making a difference in the lives of their learners. All

the teachers portrayed negative feelings about the NCS and teaching in general.

Examples of these negative feelings were frustration, anger, discouragement,

challenged, suffering, exhaustion, pressurized, depressed and disillusioned.

Some of the teachers indicated that they wanted to quit teaching.

207

5.2.6.2 Maslow’s hierarchy of needs During the interviews it became evident that all the teachers all had unsatisfied

needs. Examples were safety and order, belongingness and love need, esteem

and cognitive needs. Most of these needs are lower order needs on Maslow‟s

hierarchy. If these lower needs are not satisfied, it will be very difficult to expect

teachers to become self actualized people who can help others to realize their

full potential.

5.2.6.3 Agency Although some teachers displayed the capacity to change their environment and

act as agents of change with the implementation of the NCS, most of them

lacked this agency and rather displayed a victim mentality. This was

demonstrated by most of the teachers stating that they could not do practical

work due to a lack of resources. They lacked the agency to improvise and work

with what they had to apply shoestring science. The teachers also lacked the

agency to use their local environment as a resource and thought that they had to

go on excursions to demonstrate certain science concepts. Another example

illustrating the lack of agency is the fact the SMT or science teachers did not fix

the taps in the laboratory, but were waiting for “someone” to do so.

5.2.7 Professional development issues It was determined in this study that professional development administered by

the DOE was done using a top-down approach. The department decided when,

where, what and how the professional development should be done. Very little or

no professional development was done from within the school environment. The

clusters mostly addressed assessment issues. Professional development within

the school administered by the SMT was only lip-service. Teachers completed

the PGPs, highlighted areas of growth and that was where it stopped. If table 4.7

is analyzed it becomes apparent that the classroom practice of the teachers are

on the lower levels on a scale from 0 – 4. The teachers do not operate on the

levels (level 3 or 4) that are needed for the effective implementation of the NCS.

208

The teaching methods are mainly chalk and talk and if practical work is done it is

via the “cookbook” method. The main issues concerning professional

development identified were categorized under the sub-themes identifying needs,

methods of professional development and PCK. These three main findings will

now be discussed in more detail.

5.2.7.1 Identifying needs The science teachers in the SOH felt that the workshops offered by the

Department of Education did not address their specific needs. The department

focused more on policy aspects, while the teachers indicated that they needed

support on specific subject related topics, conducting experiments, facilitation

strategies and how to run and assess group work.

5.2.7.2 Methods of professional development Most of the professional development for science teachers at SOH was done via

workshops, circulars and teachers obtaining professional qualifications at tertiary

institutions. A small amount of professional development (if any) was done via

subject meetings and cluster meetings. The teachers complained that some of

the facilitators offering the workshops were not experts in the field and they did

not learn anything from them.

5.2.7.3 PCK to implement the NCS The NCS curriculum contains many new topics in the Natural- , Life- and

Physical Sciences. The teachers indicated that they did not feel confident with

the new content or the new terminology introduced. The problem with the Natural

Sciences curriculum is that it covers Earth Sciences, Physical Sciences and Life

Sciences topics and none of the teachers were trained in all three of these

subject areas.

Another issue that teachers raised was that of learner-centred teaching

methods. It became evident during classroom observations that teachers did not

209

really have a clear idea of what facilitation and group work or learner-centred

activities meant and how to introduce these practices.

The last issue pertaining to PCK identified was that of practical work. Very few

experiments were done by the science teachers of SOH. The main excuse for

not doing experiments was a lack of equipment. It might be that the teachers do

not know how to do the experiments or operate some of the equipment. Most

teachers do not realize that they can apply shoestring science and use whatever

equipment is available such as recyclable materials to conduct experiments. Two

of the teachers did improvise with bottles and were able to conduct some of the

experiments.

It is obvious from the findings that the professional development of the science

teachers at the SOH was not adequate and therefore the teachers struggled to

implement the NCS effectively.

5.3 RECOMMENDATIONS

Recommendations are made using the main themes as framework.

5.3.1 Management issues The following is recommended in this regard:

The Department of Education should consult with teachers on what their

needs are concerning support for physical resources as well as professional

development. This could be done using questionnaires sent to teachers.

Short workshops can be effective if they are well planned, address teachers‟

needs and apply suitable and effective pedagogies. For example, van der

Mark (2010) administered a Saturday morning workshop at UJ to Life

Science teachers on the topic of evolution using narratives and concept

cartoons as teaching aids. She found that this intervention significantly

210

improved the teachers‟ ability to use higher-order thinking skills in explaining

evolution.

The focus of the Department of Education should be more balanced

between the development of teachers and on obtaining results from the

learners. District officials and circulars to schools should demonstrate this

focus shift.

All the teachers of SOH should be provided with own classrooms and

learners, and not the teachers, should rotate.

The management problems at SOH should be looked at systematically. All

stakeholders should sit together, talking about the challenges in science

education in the school. Issues like the allocation of the budget,

maintenance, the teachers‟ needs and lack of support as well as the lack of

communication can be discussed.

The SMT should establish a special staff room where teachers can relax,

work and communicate. This might assist in establishing a community of

practice at the school and improve communication.

A time table should be drawn up by the SMT so that all the science teachers

are allocated a time slot during which they could utilize the laboratory

effectively.

Weekly or daily staff meetings should be introduced. This can be held in the

proposed staff room. These meetings might improve the communication

between the SMT and the staff and might also contribute to the

establishment of a community of practice.

The library should be turned into a functioning resource centre. Most of the

existing books and encyclopaedia can still be used until new books are

received. Chairs can replace the existing tables used by the teachers in

order for learners to be able to watch DVDs. DVDs can be ordered from the

educational library or bought from the budget allocated to science

equipment. Teachers can record science programmes at home for use at

school. The computers in the library can be fixed and be available for use by

the teachers or learners. After the research was done, Macmillan publishers

211

were approached by UJ and they donated a considerable amount of new

books to the SOH‟s library.

A copy of the school time table should be posted in the main administrative

office as well as in the proposed staff room.

The HODs of science should be made aware of what their roles as

managers are. They should attend to science problems and be

knowledgeable about the science curriculum even if they are mathematics

teachers. The HODs should be reminded that their job description is not just

to check on the teachers but to support them with PCK issues as well.

The principal and HODs should take co-responsibility for teachers‟

professional development of teachers in the school.

5.3.2 Resources Recommendations regarding resources are:

A list of available science stock should be circulated to all science

teachers in the school to inform them what equipment, chemicals and

teaching aids are available.

The principal and SGB should allocate money from the budget to start

acquiring some science equipment for the school.

The SMT should meet with the teachers to determine the priority of

resources are that need to be acquired and then devise a long term plan

accordingly.

One of the HODs should take responsibility for the equipment and

teachers should request equipment from that person via a form that has to

be completed.

The principal and SGB should attempt to allocate money for more

textbooks in order for the learners in grade 8 and 9 each to have their own

textbook

The science teachers should be introduced to shoestring science. It

should be demonstrated how they could use everyday objects to

212

improvise if apparatus is not available and how to make use of the school

environment or local community to illustrate certain concept to learners

A DVD with the title “Teaching science on a shoestring” was obtained from

UJ and distributed to each science teacher. It is recommended that the

teachers use this DVD

5.3.3 Learner factors Learner factors are very difficult to address but nonetheless the following

recommendations are made:

Teachers should be trained in how to manage learners with social,

personal and drug-related problems

The SMT should inform teachers about the steps to follow if a learner has

to be referred to professional counsellors

Teachers should receive professional development on how to handle large

classes and discipline-related issues

5.3.4 Community or practice There is not a well-functioning community of practice in SOH. Rogan and

Grayson (2003) argue that a community of practice is important for professional

development of science teachers. It is thus very important to develop and nurture

a community of practice in the SOH. This can be an internal professional

development mechanism to supplement the professional development initiatives

of the Department of Education. Recommendations to start developing a

community of practice are (compare par 2.6.4.3):

The implementation of a central staff room for the staff members of the

SOH

The SMT of the SOH can create opportunities for the staff to come

together informally. Social rituals such as celebrations of birthdays and

other festive occassions can be organized

Subject meetings should be held more often. During these meetings a

special attempt should be made to discuss problem areas. PCK should be

213

addressed here and the Cores and PaP-ers method (Loughran et al.,

2006) discussed in paragraph 2.6.2.2 can be implemented

More competent peers can encourage and assist their colleagues on how

to apply shoestring science, how to do group work, etc.

The cluster meetings can be expanded to ensure that they become

ecologies of practice. The subject facilitators would need training on how

to do this.

Since the SOH is a partner school of the University of Johannesburg, the

university can administer a SWOT analysis with the teachers and SMT

involved to determine the problems within the pseudo-community of

practice at SOH

5.3.5 Roles of the teacher In order to be able to manage the different roles identified from the data, the

teachers will need support and assistance. It is recommended that the following

be implemented:

Professional development programmes should include time management

and project planning training

Teachers should receive training in basic counselling skills

The Department of Education should look into measures to reduce the

amount of paperwork done by teachers

5.3.6 Personal well-being The findings showed that the personal well-being of the science teachers was on

the low side. None of the professional development programmes attended by the

science teachers at the SOH included support to improve their personal well-

being. The professional development programmes focus too much on policy,

subject matters and learning outcomes, but neglect to focus on the sense and

purpose of teaching. Many of the feelings expressed by the teachers reflect

negative feelings towards the implementation of the NCS and teaching in

general. Recommendations in this regard would be:

214

Professional development programmes offered by both the school and the

Department of Education should introduce topics such as motivation,

personal growth and self-awareness

Stress management is an important topic that should be introduced

The SMT and cluster leaders should introduce activities that encourage

self-reflection, for example keeping a journal. Each teachers should also

set their own personal vision or goal

The SMT should organize an Indaba, the purpose of which would be to set

a vision or mission for the school as a whole. All staff should be included.

This should foster a sense of shared purpose as well as a sense of

belonging as explained in paragraph 2.6.6.4

In order to address the lack of agency of the teachers, capacity-building

initiatives should be introduced. This can include discussing topics like

emotional intelligence, creativity and being an agent of change

5.3.7 Professional development issues Some of the recommendations relating to professional development were

mentioned under the previous themes, but will be stated again in order to get a

holistic view of what might be done with professional development. The following

is recommended:

The Department of Education should involve the science teachers in the

planning of professional development programmes in order to determine

what their needs are Questionnaires to determine the needs of the

teachers concerning professional development can be distributed to

schools. Alternatively, the subject facilitators can have focus group

interviews or discussions with the science teachers in their cluster groups

in order to determine their professional development needs.

When the Department of Education offers workshops or short courses to

the teachers, subject experts should be invited

215

The principal and HODs should take co-responsibility for teachers‟

professional development at the SOH. Teachers PGPs should be

analyzed and their needs addressed

A community of practice should be established and nurtured at the school.

Professional development can then be done within this community of

practice

Possible keystone species should be identified and assisted to become

master teachers who could then function as more competent peers. These

keystone species could motivate and support their colleagues within the

community of practice

The cluster meetings should be transformed into ecologies of practice

where professional development takes place

PCK should be addressed in professional development programmes

offered by various agents such as the school, the Department of

Education or outside agencies like universities. The PCK should include

content knowledge, best learner-centred teaching practices and hands-on

workshops on how to perform certain experiments and practical

investigations

Shoestring science should be offered as a topic during professional

development. This should not just include improvising techniques such as

the use of everyday objects, but also how to make use of the school

grounds, local environment and local community to explain certain

concepts to learners

The professional development programmes should include personal well-

being issues as discussed in paragraph 5.3.6 above

It needs to be noted that the University of Johannesburg launched a professional

development programme for science teachers in the larger Johannesburg and

Soweto region on 27 September 2010. The focus of the longitudinal and

systemic programme is to assist science teachers in their professional

development. The aim of the project is that teachers be enlisted for this

216

programme and become master teachers (keystone species) after three years of

participating in the project. The teachers will participate in both an on-line

community of practice, as well as during face-to-face workshops and meetings,

supporting each other in their development as master teachers. Their regular

reflections will be read by two mentors who will scaffold learning and encourage

the teachers. The programme will also include face-to-face monthly workshops

where problematic issues in the science curriculum will be dealt with. The school

principals are also involved in the project. The project is named “The A-Team”,

referring to the master teachers to be developed. Two of the science teachers of

SOH are enrolled for this programme. These two teachers might be the future

keystone species in this community of practice who could assist their colleagues

in their professional development.

5.4 LIMITATIONS OF THE STUDY

The following factors limited the scope of the study.

5.4.1 Time, distance and budget limitations Time, distance and budget limitations made it impractical to visit the SOH

regularly. The visits to the school were limited due to the fact that the researcher

moved to the North West Province. Visiting the school more often might have

given more insight into the functioning of the community of practice.

5.4.2 Limitations concerning personal well-being The researcher is not an industrial psychologist and therefore the findings and

recommendations on personal well-being are not discussed in deeper detail. The

main idea conveyed, namely that the personal well-being of the science teachers

should be addressed in their communities of practice, could be expanded on by

an expert in this field.

217

5.4.3 Generilization

The generalizations of these research findings are limited because they were

generated in a single case study. The research design was not intended to

produce results that could be applied to the professional development of all

science teachers in South Africa. It was made clear from Rogan and Grayson‟s

profile (2003) of implementation that schools in South Africa differ enormously.

The resources as well as the knowledge and skills of the teachers differ too

much. This study did however generate findings on the problems science

teachers experience with the implementation of new policy as well as the type of

professional development they experience within their communities of practice.

These findings and recommendations can be applied and adjusted to other

schools where necessary.

5.4.4 Photo analysis The photographs used in the dissertation were mainly used to provide a reader

with the context of the situation, but it could have added additional richness to the

data if a section on photo analysis could be added.

5.5 FUTURE RESEARCH As a way forward it is suggested that future research be undertaken to include

more schools in different areas and with different profiles in order to be able to

generalize from the findings.

Another topic to be studied could be how to design and implement a professional

development programme within a community or ecology of practice. This

research should include the role of the SMT of a school. An example of such

research to be done is that of UJ‟s “A-Team project” as discussed in paragraph

5.4 above.

218

An investigation could be done into the outside support science teachers and

schools receive with professional development as discussed in paragraph 2.6.6.3

and table 2.3 of this study.

Another suggestion for future study is to find out how to address the personal

well-being needs and lack of agency of the science teachers during professional

development.

A suggestion for future research is to include a section on photo analysis when

photographs are as a source of data collection.

5.6 CONCLUSION

In chapter 1 it was stated that the main objectives of the study was to determine

the problems science teachers experience with the implementation of the NCS

and how these problems can be addressed in the professional development of

the science teachers within their communities of practice. The following main

ideas were listed as areas to be investigated:

Problems the science teachers experience pertaining to subject

knowledge, didactic knowledge and management issues in adhering to the

NCS.

Problems science teachers experience with practical investigations and

group work.

Problems the science teachers experience with assessment tasks.

Problems science teachers experience with confidence, motivation, self-

esteem and professional attitudes.

Professional development growth needs of the science teachers with

specific reference to PCK.

The support the science teachers experience as well as the role of

keystone species within the community of practice.

219

The principles and methods used concerning professional development

done by the Department of Education.

The main themes identified from the data provided answers to most of these

objectives. It was found that the science teachers experienced many problems

adhering to the requirements of the NCS. Learner-centred activities, group work,

facilitation, assessment tasks and lack of resources are but a few of these

problems. It was found that most of the teachers used mainly chalk and talk

methods of instruction and scored low on classroom practice and practical work

(see table 4.7).

The main finding regarding practical investigations is that teachers do not know

how to apply shoestring science or make use of their local environment when all

the equipment is not available. The teachers also indicated that they needed help

with regard to their knowledge about how to conduct certain experiments.

Concerning assessment tasks the teachers felt that it involved too much

paperwork and that the learners are not committed to submitting their

assessment tasks. Another problem was that of allocating marks for group work.

Regarding the personal experience of the science teachers with the NCS it was

found that many of the teachers experienced negative feelings of

discouragement, depression, frustration and anger. Many of the needs of the

science teachers are not met, resulting in the majority of the teachers being on

the lower levels of Maslow‟s hierarchy of needs. Both the negative feelings that

the teachers experience and the lower needs not being met may be the cause of

many of the teachers having a lack of self confidence, low motivation levels and

a victim mentality of lack of agency. All of these factors have an influence on the

teachers‟ professional identity. These findings, which relate to the personal well-

being of the teachers led to the adjustment of table 2.1 (Rogan & Grayson, 2003

and Petersen, 2010) of the profile of implementation for the teachers. An extra

220

column with the heading personal well-being was added to the original table

2.1(see table 4.1).

No keystone species could be identified amongst the science teachers of SOH

and the community of practice was found to be a pseudo-community of practice.

A lack of communication and collaboration as well as tensions between staff

members exist within the science community at the school. No professional

development is done within the community of practice. Given that a community of

practice is viewed as an important pathway to administer professional

development, an extra column with the heading „community of practice‟ was

added to the capacity to support innovation table (see table 4.8) of Rogan and

Grayson (2003) and Petersen (2010).

Professional development was mainly done by the Department of Education. A

top-down approach was applied. It was done by workshops and written

documents. The professional development needs of the science teachers were

not addressed. It was very prescriptive in nature and the teachers felt it was not

sufficient.

The main problems identified in this study as well as the adjusted tables 4.1 and

4.8 can be used in future research concerning the design professional

development programmes for science teachers.

All of the above-mentioned activities were viewed from CHAT as conceptual

framework. The activity (teachers trying to implement the NCS) are driven by an

object (the professional development of the teachers) in order to achieve the

outcome (successful implementation of the NCS). The subject (science

teacher/s) use(s) tools of mediation in order to achieve the outcome. Individual

actions take place within a social activity including rules, community and division

of labour.

221

Tensions (represented by arrows in fig 2.4) indicate the dynamic nature of the

different components. In this study the arrows presented either pulling forces,

when pulling away from the subject, or pushing forces, when pushing towards the

subject. Pulling forces in this context reflect negative tensions or drawbacks on

the actions of the subject, whereas pushes indicate positive actions or support of

the actions of the subject.

Examples of negative tensions or pulling forces experienced in this activity

system were lack of resources (tools), bureaucracy (rules), lack of

communication (community) and the different roles that the teacher has to fulfil

(division of labour). All these negative tensions can have an inhibiting effect on

reaching the outcome. Examples of positive tensions or pushing forces in this

study are available apparatus (tools), the order in the school (rules), support

received by peers (community) and readymade documentation received from the

Department of Education (division of labour).

In the activity system of this study it seems as if the negative tensions outnumber

the positive ones with the result that the object, effective professional

development, as well as the outcome, successful implementation of the NCS, is

not accomplished. With a few adjustments, as discussed in the

recommendations, the picture could change and the positive tensions could

prevail. This may contribute to in the effective professional development of the

science teachers and the successful implementation of the NCS.

222

Bibliography

Anderson, R. (2001). Education, Minnesota‟s TALL project: Teachers as learners

and leaders. Evaluation report. Minneapolis MN University of Minnesotas‟s

centre for applied research and improvement. Available from:

www.graceland.edu/pdf/cucenter. (Accessed 7 July 2009).

Bernstein, A. (2005). Unlocking Maths and Science potential. The CAI

Handbook. 8th edition (pp. 230 – 234). South Africa: A Trialogue Publication.

Bernstein B. (2000). Pedagogy, symbolic control and identity. London: Taylor &

Francis.

Botha, L. & Burton, N. (2007). Creating exciting science through management.

How to manage the science classroom. In Teaching Science in the OBE

classroom (pp. 142 – 157). Edited by van Rooyen, H. & de Beer, J Braamfontein:

Macmillan South Africa Publishers.

Bredeson, P.V. (2003). Designs for learning. Thousand Oaks. California: SAGE.

Carnoy, M., Elmore, R.F. & Siskin, L.S. (2003). Accountability and capacity. The

new accountability: high schools and high stakes testing. New York:

RoutledgeFalmer.

Chapman, A. (1995). Abraham Maslow‟s Hierarchy of Needs motivational model.

Available from: http://www.businessballs.com/maslow.html. (Accessed 11 March

2008).

Christie P., Butler D. & Potterson M. (2007). Schools that work: Report to the

Minister of Education of the Ministerial committee on Schools that Work. Pretoria:

Department of Education.

http://www.graceland.edu/pdf/cucenter

http://www.businessballs.com/maslow.html

223

Cohen, A.P. (1985). The Symbolic Construction of Community. London:

Tavistock.

Cohen, L., Manion, L., & Morrison, K. (2002). Research Methods in Education.

5th Edition. London: RoutledgeFalmer.

Cole, M. (1988). Cultural psychology: a once and future discipline. Boston:

Harvard University Press.

Cole, M. & Engestrom, Y. (1993). A cultural-historical approach to distributed

cognition. In Distributed cognition: psychological and educational considerations

(pp. 43 – 65). Edited by Saloman.G. Cambridge: Cambridge University Press.

Collison, V. (2000). Staff Development by any other name: changing words or

changing practices? The Education Forum, 64: 124 - 132.

Creswell, J. W. (2007). Qualitative Inquiry & Research Design. Choosing Among

Five Approaches. Thousand Oaks, California: SAGE Publications Inc.

Creswell, J.W. (2009). Research Design. Qualitative, Auantitive and Mixed

Methods Approaches. Thousand Oaks, California: SAGE Publications, Inc.

Dahms, M. Geonnotti, K., Passalacqua, D., Schilk, J.N., Wetzel, A. & Zulkousky,

M. (2008). The Educational Theory of Lev Vygotsky: an anaylsis. Available

from: http://www.newfoundations.com/GALLERY/Vygotsky.html. (Accessed 6

March 2008).

Daniels, L. (27 February 2007). Pandor in bid to lure maths and science

teachers. Star, page 7.

http://www.newfoundations.com/GALLERY/Vygotsky.html

224

Day, C., Elliot, B. & Kingston, A. (2005). Reform, standards and teacher identity:

Challenges of sustaining commitment. Teaching and Teacher Education. 21(5):

563 – 577.

De Beer, J. (2007). Beginning my journey of professional development. The

science teacher and the teaching profession. In Teaching Science in the OBE

classroom (pp. 11 - 31). Edited by van Rooyen, H. & de Beer, J Braamfontein:


De Beer, J.J.J. & Ramnarain, U. (2010). Report: Implementing the NCS in

Physical- and Life Sciences. UJ: Unpublished report.

Denzin, N.K. & Lincoln, Y.S. (2005). The Sage „Handbook of Qualitative

Research‟. Third Edition. Sage Publications: Third Oaks, California.

Department of Education (2010). Curriculum Assessment Policy Statements

(CAPS). Available from: http://www.education.gov.za/CAPS.asp. (Accessed 4

December 2010).

Department of Education. (2003a). Phasing in OBE into the FET Band.

Implementation Strategies (2004 – 2006). Available from:

http://www.education.gpg.gpv.za. (Accessed 20 May 2008).

Department of Education. (2003b). National Curriculum Statement Grades 10 –

12(General). Pretoria:Department of Education.

Department of Education, (2002). Revised National Curriculum Statement

Grades R-9 (Schools) Policy. Pretoria: Department of Education.

Dewey, J. (1933). How we think. New York: Heath and Co.

http://www.education.gov.za/CAPS.asp

http://www.education.gpg.gpv.za/

225

Dewey, J. (1938). Logic, the theory of inquiry. New York: Holt Publishing.

Diaz-Maggioli, G. (2003). Professional Development of Language Teachers.

Available from: http://www.cal.org/resources/Digest/030diaz.html. (Accessed 10

May 2008).

Dickenson, D. (1996). Revisiting Maslow. Available from:

http://www.newhorizons.org/trans/dickinsonmaslow.html. (Accessed 11 March

2008).

Dimova, Y. & Loughran, J. (2009). Developing a big picture understanding of

reflection in pedagogical practice. Reflective Practice, 10(2): 205 - 217

Duschi, A., Shouse, A.W. & Schweingruber, H.A. (2008). What research says

about K-8 Science learning and Teaching. The Education Digest, 73(8): 46 – 50.

Enfield, M. (2000). Content and Pedagogy: Intersection in the NSTA Standard for

Science Teacher Education. In Rethinking the Presentation of the NTSA

standards for teacher preparation. Edited by Duggan-Haas, D., Enfield, M. &

Ashman,S.. Electronic Journal of Education 3(3). Available from:

http://www.msu.edu. (Accessed 22 August 2010).

Engestrom, Y. (1987). Learning by expanding: An activity-theoretical approach to

developmental research. Helsinki. Orienta-Konsultitl

Fayo, S. (2 November 2007). Initiative on science and maths teachers positive.

The EP Herald, page 6.

Fraenkel, J.R. & Wallen, N.E. (2009). How to Design and Evaluate Research in

Education. (Seventh Edition). McGraw-Hill. New York.

http://www.cal.org/resources/Digest/030diaz.html

http://www.newhorizons.org/trans/dickinsonmaslow.html

http://www.msu.edu/

226

Fraser-Abder, P. (2002). Professional Development of Science Teachers. Local

Insights with Lessons for the global Community. New York: RoutledgeFalmer.

Fredericks, I. (9 May 2008). Peiling wys SA skoliers vermy te veel werk. Beeld.

Page 4.

Gauteng Department of Education. (2008). Circular 28/2008. Johannesburg.

George, E., Louw, D. & Badenhorst, G. (2008). Job satisfaction among urban

secondary-school teachers in Namibië. South African Journal of Education, 28:

135 – 154.

Giddens, A. (1984). The constitution of society: Outline of the theory of

structuration. University of California Press: Berkeley.

Glesne, C. (2011). Becoming Qualitative Researchers. An Introduction. Boston:

Pearson.

Gouws, F.E. & Dicker, A.M. (2007). Effective tutor training as a prerequisite for

successful in-service teacher training. South African Journal of Higher Education,

21(3): 241 - 254.

Govender, P. (30 September 2007). Foreigners recruited to ease maths, science

crisis. Sunday Times, page 7.

Grant, C. & Singh, H. (2009). Passing the buck: This is not teacher leadership.

Perspectives in Education, 27(3): 289 - 301. Available from:

http://www.emasa.co.za/files. (Accessed 15 August 2010)

227

Gray, B. (2008). Managing your resources and classroom. Science teaching

Alive. Available from: http://groups.google.co.za/group/science-teaching-

alive/web/Resource. (Accessed 30 November 2009).

Green, W. & Naidoo, D. (2006). Knowledge contents reflected in post-apartheid

South African Physical Science curriculum documents. African Journal of

Research in SMT Education. 10(1): 71 – 80.

Grossman, P.L. (1990). The making of a teacher: Teacher knowledge and

teacher education. New York: Teachers College Press.

Harden, R.M. & Crosby, J.R. (2000). The good teacher is more than a lecturer:

the twelve roles of the teacher. Medical Teacher, 22(4): 334 – 346.

Hardman, J. (2008). Research in Pedagogy: an Activity Theory approach.

Journal of Education, 45(1): 65 – 95

Harlen, W.(1995). Putting 5-4 in place. An Overview of the methods and findings

of the evaluation 1991 – 1995. Interchange no. 35.

Hattingh, A., Aldous, C. & Rogan, J. (2007). Some factors influencing the quality

of practical work in science classrooms. African Journal of Research in SMT

Education,11(1): 75 – 90.

Henning, E., Gravett, S & Petersen, N. (n.d.). How teachers „Identify‟ in a

struggle for Educational renewal – and how they lose their „footing‟. Available

from www.education.machester.ac.uk. (Accessed 20 July 2010).

Henning, E., Van Rensburg, W. & Smit, B. (2004). Finding your way in

Qualitative research. Pretoria: Van Schaik publishers.

http://groups.google.co.za/group/science-teaching-alive/web/Resource

http://groups.google.co.za/group/science-teaching-alive/web/Resource

http://www.education.machester.ac.uk/

228

Hoban, G. F. (2002). Teacher Learning for Educational Change. Buckingham:

Open University Press.

Hodges, D. (1998). Participation as dis-identification with/in a community of

practice. Mind, Culture and Activity. 5(4): 272 - 290.

Horak, E. & Fricke, L. (2004). Building capacity by mentoring Mathematics and

Science teachers. In Proceedings of the 8th Conference on Asphalt Pavements

for Southern Africa. Available from

www.research.up.ac.za/2004/Output/Papersup.html. (Accessed 11 March 2008).

Huberman, A.M. & Miles, M.B. (2002). The Qualitative Researcher‟s,

Companion. Three Oaks, California: Sage Publications.

Huitt, W. (2004). Maslow‟s hierarchy of needs. Educational Psychology

Interactive. Available from:

http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html. (Accessed 11 March

2008).

Iacocca, L. (2006). A Teacher‟s Place in Society. Available from:

http://www.themedionsib.com/2006/11/189-teachers-place-in-society-lee-

iacocca. (Accessed 10 May 2008).

Intrator, S.M. & Kunzman R. (2006). Starting with the Soul. Educational

Leadership, 63(6): 38 - 42

Jacobs, I. (2001). Address by Gauteng MEC for Education. 2000/2001 Annual

Report. Available from: http:/ /www.gpg.gov.za/docs/sp/2001/sp1113b.html .

(Accessed 8 May 2008).

http://www.research.up.ac.za/2004/Output/Papersup.html

http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html

http://www.themedionsib.com/2006/11/189-teachers-place-in-society-lee-iacocca

http://www.themedionsib.com/2006/11/189-teachers-place-in-society-lee-iacocca

http://www.gpg.gov.za/docs/sp/2001/sp1113b.html

229

Jamieson, P. (2004). The university as workplace. Preparing lecturers to teach in

online environments. The Quaterly Review of Distance Education, 5(1): 21 – 27.

Jansen, J. (2004). Race and education after 10 years. Perspectives in Education,

22(4): 117 – 128.

Jarzabkowski, L.M. (2002). The social dimensions of teacher collegiality. Journal

of Educational Enquiry, 3(2): 1 – 20.

Johnson, B. & Christensen, L. (2008). Educational Research. Quantitative,

Qualitative and Mixed Approaches. 3rd edition. Thousand Oaks. California:

SAGE Publications.

Jones, M.T. & Eick, C.J. (2007). Implementing Inquiry Kit curriculum: Obstacles,

Adaptions, and Practical Knowledge Development in Two Middle School Science

Teachers. Science Education, 91(1): 492 – 513.

Kahle, J.B. (1999). Teacher professional development: Does it make a difference

in student learning? Testimony to the US House of Representatives committee

on science. Washington DC. Available from http://www/gos.sbc.edu/khale.html

(Accessed 28 March 2008).

Keating. C. (15 November 2007). Urgent call for maths, science teachers. Cape

Argus, page 9.

Khulisa Management Services. (1999). Evaluation of curriculum 2005 (c2005)

and outcomes-based education in Gauteng Province. Johannesburg: Khulisa

Management Services.

Khumalo, S. (1 October 2007). Poor education blamed for technical skills crisis.

Sunday Independent, page 1.

230

Kibirige, I. & van Rooyen, H. (2007). Enriching science teaching through the

inclusion of indigenous knowledge. In Teaching Science in the OBE classroom

(pp. 235 - 247). Edited by van Rooyen, H. & de Beer, J Braamfontein: Macmillan

South Africa Publishers.

Kirschner, P. A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during

instruction does not work: an analysis of the failure of constructivist, discovery,

problem-based, experimental, and inquiry-based teaching .Educational

Psychologist, 41(2): 75 – 86.

Koehler, M.J. & Mishra, P. (2009). What is technological content knowledge?

Contemporary Issues in Technology and Teacher Education, 9(1): 60 -70.

Kriek, J. (2005). Construction and Evaluation of a Holistic model for the

professional development of physics teachers via distance education. Pretoria:

Unpublished doctoral thesis University of South Africa.

Kriek, J. & Grayson, D. (2009). A Holistic Professional Development model for

South African physical science teachers. South African Journal of Education,

29(2): 185 – 203.

Lasky, S. (2005). A sociocultural approach to understanding teacher identity,

agency and professional vulnerability in a context of secondary school reform.

Teaching and Teacher Education. 21(8): 899 – 916. Available from:

http://www.science direct.com.nwulib.nwu.ac.za/science. (Accessed 7 November

2010).

Lave, J. & Wenger, E. (1991). Situated learning: legitimate peripheral

participation. Cambridge: Cambridge University Press.

231

Lee, D. & Newby, H. (1983). The Problem of Sociology: an introduction to the

discipline. London: Unwin Hyman.

Lessing, A. & de Witt, M. (2007). The value of continuous professional

development: teachers‟ perceptions. South African Journal of Education, 27(1):

53 – 67.

Leont‟ev. A.N. (1981). The problems of activity in psychology. In The concept of

activity in Soviet psychology (pp.196 – 21. Edited by Wertsch, J.V. New York:

M.E. Sharpe.

Loughran, J.J., Mulhall, P. & Berry, A. (2008). Exploring Pedagogical Content

Knowledge in Science Teacher Education. International Journal of Science

Education, 30(10): 1301 – 1320.

Loughran, J.J., Mulhall, P., Berry, A. & Woolnough, J. (2006). Understanding

and valuing the development of pedagogical knowledge in science teacher

education. In Towards a research-based science teacher education (pp.65 - 76).

Edited by Etlks, I. & Ralle, B. Aachen, Germany: Shaker Verlag.

Luthans, F. (2002). Organizational Behaviour. 9th edition. New York: McGraw-

Hill.

Mahlong, A. (2010). Downhill for Dinaledi Schools? In Web training and e-

learning. Available from: http://www.itweb.co.za/index/php?option=com-

content&view=article. (Accessed 12 February 2010).

Malan, M. (30 Maart 2008). Dis maak of breek in onderwys. Rapport, page 11.

Malcolm. C., Keane, M., Hoohle. L., Kgaka, M. & Ovens, J. (2000). Why some

http://www.itweb.co.za/index/php?option=com-content&view=article

http://www.itweb.co.za/index/php?option=com-content&view=article

232

“disadvantaged” schools succeed in mathematics and science: a study of

“feeder” schools. Pretoria: Department of Education.

Martin, J. (2001). Organizational Behaviour. 2nd edition. London: Thomson

Learning.

Maslow, A.H. (1987). Motivation and Personality, 3rd edition. New York: Harper &

Row.

Mason, J. (2007). Qualitative researching. London: SAGE Publications Ltd.

Matomela, D. (1 November 2007). SA sets out to hire foreign maths and science

teachers. The EP Herald, page 4.

Meyers, E.M. (2007). “From activity to learning: using cultural historical activity

theory to model school library programmes and practice.” Information Research,

12(3) paper 313. Available from: http://InfromationR.net/ir/12-3/paper313.html.

(Accessed 11 June 2009).

Merriam, S.B. (1998). Qualitative research and cases studies applications in

education. San Francisco: Jossey-Bass.

Milner, K . & Khoza, H. (2008). A comparison of teacher stress and school

climate across schools with different matric success rates. South African Journal

of Education, 28(2): 155 - 173.

Motshekga, A (2009). Statement by Minister of Basic Education on Curriculum

Review process, National Assembly, November 5, 2009. Pretoria: Hansard.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks,

California: Sage.

http://infromationr.net/ir/12-3/paper313.html

233

Mouton, J. (2001). How to succeed in your Master‟s and Doctoral Studies.

Pretoria: Van Schaik publishers.

Mushayikwa, E. & Lubben, F. (2009). Self-directed professional development –

Hope for teachers working in deprived environments? Teaching and Teacher

Education, 25(3): 375 - 382.

Muwanga-Zake, J.W.F. (2004). Is science Education in a crisis? Some problems

in South Africa. Science in Africa, 2: 1 – 14. Available from:

http://scienceinafrica.co,za/scicrisis.htm. (Accessed 9 July 2008).

NSTF Workshop on Mathematics, Science, Technology and Engineering (MSTE)

Education. ( 2007). Held at the CSIR Convention Centre, Pretoria. Available

from: http://www.nstf.org.za. (Accessed 10 March 08).

Onwu, G. Botha , A., de Beer, J., Dlamini, E. & Mamiala, T.(2007). Science on

a shoestring. Effective teaching in an under resourced science classroom. In

Teaching Science in the OBE classroom (pp. 204 – 224). Edited by van Rooyen,

H. & de Beer, J. Braamfontein: Macmillan South Africa Publishers.

Osaki, K., Hosea, K & Ottevanger, W. (2004). Reforming science and

mathematics education in sub-Saharan Africa. Obstacles and opportunities. Dar

es Salaam: A TEAMS Publication.

Paton, C. (12 January 2007). The roots of matric failure. Financial Mail, page 1.

Paxton, M.I.J. (2008). „It‟s easy to learn when you using your home language but

with English you need to start learning language before you get to the concept‟:

bilingual concept development in an English medium university in South Africa.

Journal of Multilingual and Multicultural Development. 30(4): 345 – 399.

http://scienceinafrica.co,za/scicrisis.htm

http://www.nstf.org.za/

234

Petersen, N. (2010). Onderrig en leer in die Lewenswetenskappe klaskamer en

implikasies vir die professionele ontwikkeling van onderwysers. Universiteit van

Johannesburg: Ongepubliseerde Ph.D tesis.

Rademeyer, A. (9 April 2008). Swart skoolprestasie skande. Beeld, page 5.

Rault-Smith, J. (2003). Professional development of teachers for implementation

of the National Curriculum Statement. RNCS Orientation workshops. Available

from http://curriculum.pgwc.gov.za/site/104/news/view/213. (Accessed 22

September 2009).

Rogan, J.M. (2007a). How much Curriculum Change is Appropriate? Defining a

Zone of Feasible Innovation. Science Education, 91(1): 439 – 459.

Rogan, J.M. (2007b) An uncertain harvest: a case study of implementation of

innovation. Journal of Curriculum studies, 39(1): 97 – 121.

Rogan, J.M. & Aldous, C. (2004). Relationships between the Constructs of a

Theory of Curriculum Implementation. Journal of Research in Science Teaching,

42(3): 313 – 336.

Rogan, J.M. & Grayson, D.(2003). Towards a Theory of Curriculum

Implementation with Particular Reference to Science Education in Developing

Countries. International Journal of Science Education. 25(10): 1171 – 1204.

Rollnick. M .(6 June 2007). Key challenges in science education. Star, page 13.

Roth, J. & Lee, Y. (2007). Vygotsky‟s neglected legacy: Cultural-Historical

Activity Theory. Review of Educational Research, 77(2): 186 – 232.

http://curriculum.pgwc.gov.za/site/104/news/view/213

235

Russel, D.R. (1997). Rethinking Genre in School and Society: An Activity Theory

Analysis. Written Communication 14(4): 504 – 554. Available from:

http://www.public.iastate.edu/~drrussel/at&genre/at&genre.html. (Accessed 19

April 2008)

Saldana, J. (2009). The Coding Manual for Qualitative Researchers. London:

SAGE Publications.

Sanders, M. (2007). The science teacher‟s repertoire. What effective science

teachers should know and be able to do. In Teaching Science in the OBE

classroom (pp. 32 – 38). Edited by van Rooyen, H. & de Beer, J Braamfontein:


Saunders, W.L. (1992). The Constructivist perspective: Implications and

Teaching Strategies for Science. School Science and Mathematics, 92(3): 136 -

141.

Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action.

London: Maurice Temple Smith.

Schultz, H., Bagraim, J. Potgieter,T. ,Viedge, C. & Werner, A. (2003).

Organisational Behaviour. A contemporary South African perspective. Pretoria:

Van Schaik publishers.

Sergiovanni, T. (1998). Rethinking Leadership: A collection of articles. Arlington:

Skylight Training and Pub.

Shabani, K., Khabib, M. & Ebado, S. (2010). Vygotsky‟s Zone of Proximal

Development: Instructural Implications and Teachers‟ professional Development.

English Language Teaching. 3(4): 237 - 248. Available from:

http://org/index.php/elt/article. (Accessed October 2010).

http://www.public.iastate.edu/~drrussel/at&genre/at&genre.html

http://org/index.php/elt/article

236

Shai, B. (2010). The shortage of Physics teachers. Physics Teachers Training.

Available from:http://physttr.org/2010/07/27the shortage -of-physics-teachers/.

(Accessed 12 July 2010)

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching.

Educational Researcher, 15(2): 4 – 14.

Silverman, D. (2000). Doing Qualitative Research. A practical handbook.

London: SAGE Publications.

Silverman, D. (2006). Qualitative Research. Theory, Method and Practice.

London: SAGE Publications.

Smit, B. & Fritz, E. (2008). Understanding teacher identity from a symbolic

interactionist perspective: two ethnographic narratives. South African Journal of

Education, 28: 91 – 101.

Smith, M.K. (2003). Communities of practice. The encyclopedia of informal

education. Available from www.infed.org/biblio/communities_of_practice.htm.

(Accessed 17 April 2008)

South African Government Information. (2006). Address by the Honourable

premier of the Northern Cape, at the launch of the Dinaledi Schools,

Perseverance Hall, Kimberley. 9 September 2006. Available from:

http://www.info.gov.za/speeches/2006/0609211215004.htm. (Accessed 12

February 2010).

Spady, W (1992). Quoted by the Department of Education (Undated). Teachers‟

manual for Grade 7, Pretoria: 4.

http://physttr.org/2010/07/27the%20shortage%20-of-physics-teachers/

http://www.infed.org/biblio/communities_of_practice.htm

237

Stols, G., Olivier, A., & Grayson, D. (2007). Description and impact of a distance

mathematics course for Grade 10 to 12 teachers. Pythagoras, (65): 32 – 38.

Swart, E. Engelbrecht, E. & Pettipher, R. (2002). Implementing inclusive

education in South Africa: teachers‟ attitudes and experiences. Acta Academica,

34: 175-189.

Task Team Report. (2009). Report to Minister of Education: Review of the

implementation of the National Curriculum Statement. September 2009. Pretoria:

Deparment of Education.

Taylor, N. (15 April 2008a). It‟s OBE, but not as it should be. Mail and Guardian

online. Available from http://www.therteacher.co.za/article/its-obe-but-not-as-it-

should-be. (Accessed 22 September 2009.)

Taylor, N. (2008b). What‟s wrong with South African Schools? Presentation to

the conference: What‟s working in School Development? JET Education Services

February 2008.

Taylor, N. & Vinjevold, P. (Eds). (1999). Getting learning right: Report of the

President‟s Education Initiative Research Project: Johannesburg: the Joint

Education Trust.

Van der Mark, M. (2010). The use of concept cartoons and narratives in

facilitating understanding of evolutionary processes. University of Johannesburg,

Unpublished manuscript.

Van Dijk, E.M. & Kattmann, U. (2007). A research model for the study of science

teachers‟ PCK and improving teacher education. Teaching and Teacher

Education, 23(1): 886 - 897.

http://www.therteacher.co.za/article/its-obe-but-not-as-it-should-be

http://www.therteacher.co.za/article/its-obe-but-not-as-it-should-be

238

Van Manen, M. (1997). Researching lived experience: Human science for an

action sensitive pedagogy. Ontorio, Cananda: Althouse Press.

Verspoor, A. (1989). Pathways to Change. Improving the Quality of Education in

Developing Countries. Washington D.C.:The World Bank.

Visser, A. (1 April 2008). Wys ons hoe taksgeld SA help. Sake-Beeld , page 10.

Vygotsky, L.S. (1978). Mind in Society. London: Harvard University Press.

Wang, H.H. (2004) Why teach science? Graduate science students‟ perceived

motivations for choosing teaching as a career in Taiwan. International Journal of

Science Education, 26(1): 113 – 128.

Warner, A. (1975). Maslow and Field Experiences in Competency-Based

Teacher Education. Paper presented at the Annual Conference of the

Association of Teacher Educators, February, 1975. New Orleans, Louisiana.

Welk, P.S. (2006). The Trainer‟s Application of Vygotsky‟s “Zone of Proximal

Development” to Asynchronous Online Training of Faculty Facilitators. Faculty

online, University of Phoenix, Arizona. Available from:

http://www.wetga.edu/~distance.htm. (Accessed 3 February 2010.)

Wenger, E. (2006). Communities of practice a brief introduction. Available from:

http://www.ewenger.com/theory/. (Accessed 17 April 2008).

Wenger, E.C. & Snyder, M.S. (2000). Communities of Practice: The

organizational Frontier. Harvard Business Review. January – February: 139 -145.

http://www.wetga.edu/~distance.htm

http://www.ewenger.com/theory/

239

Wenger, E. (1998) Communities of Practice. Learning as a social System.

Systems thinker. June 1998. Available from: http://www.co-i-

l.com/coil/knowledgegarden/cop/lss. (Accessed 25 July 2010).

Wertsch, J.V. (1991). Voices of the mind: A sosicultural approach to mediated

action. Herfordshire, UK: Harvester Wheatsheaf.

Whitelaw, S., de Beer, J. & Henning, E. (2008). New Teachers In A

Pseudocommunity of Practitioners. Education As Change, 12(2): 25 – 40.

Woods, P. (1981). Strategies, commitment and identity. Making and breaking the

teacher role. In Schools, teachers and teaching (pp. 61 – 98). Edited by L. Bartin

and S. Walkerm. Lewes: Falmer Press.

http://www.co-i-l.com/coil/knowledgegarden/cop/lss

http://www.co-i-l.com/coil/knowledgegarden/cop/lss

240

Appendix A Approval form to conduct research from Department of Education

Enquiries: Nomvula Ubisi (011)3550488

Date: 24 November 2008

Name of Researcher: Cronje Annelize

Address of Researcher: 7 Edwards Road

Eldoraigne

Centurion 0157

Telephone Number: 0126541784/0832761105

Fax Number: N/A

Research Topic: The role of ecologies of practice in assisting Natural Life and Physical Science

Number and type of schools:

1 Secondary School

District/s/HO Johannesburg North

UMnyango WezeMfundo Department of Education

Lefapha la Thuto Departement van Onderwys

241

Re: Approval in Respect of Request to Conduct Research This letter serves to indicate that approval is hereby granted to the above-mentioned researcher to proceed with research in respect of the study indicated above. The onus rests with the researcher to negotiate appropriate and relevant time schedules with the school/s and/or offices involved to conduct the research. A separate copy of this letter must be presented to both the School (both Principal and SGB) and the District/Head Office Senior Manager confirming that permission has been granted for the research to be conducted.

Permission has been granted to proceed with the above study subject to the conditions listed below being met, and may be withdrawn should any of these conditions be flouted: 1. The District/Head Office Senior Manager/s concerned must be presented with a copy

of this letter that would indicate that the said researcher/s has/have been granted permission from the Gauteng Department of Education to conduct the research study.

2. The District/Head Office Senior Manager/s must be approached separately, and in writing, for permission to involve District/Head Office Officials in the project.

3. A copy of this letter must be forwarded to the school principal and the chairperson of the School Governing Body (SGB) that would indicate that the researcher/s have been granted permission from the Gauteng Department of Education to conduct the research study.

4. A letter / document that outlines the purpose of the research and the anticipated outcomes of such research must be made available to the principals, SGBs and District/Head Office Senior Managers of the schools and districts/offices concerned, respectively.

5. The Researcher will make every effort obtain the goodwill and co-operation of all the GDE officials, principals, and chairpersons of the SGBs, teachers and learners involved. Persons who offer their co-operation will not receive additional remuneration from the Department while those that opt not to participate will not be penalised in any way.

6. Research may only be conducted after school hours so that the normal school programme is not interrupted. The Principal (if at a school) and/or Director (if at a district/head office) must be consulted about an appropriate time when the researcher/s may carry out their research at the sites that they manage.

7. Research may only commence from the second week of February and must be concluded before the beginning of the last quarter of the academic year.

8. Items 6 and 7 will not apply to any research effort being undertaken on behalf of the GDE. Such research will have been commissioned and be paid for by the Gauteng Department of Education.

9. It is the researcher’s responsibility to obtain written parental consent of all learners that are expected to participate in the study.

10. The researcher is responsible for supplying and utilising his/her own research resources, such as stationery, photocopies, transport, faxes and telephones and should not depend on the goodwill of the institutions and/or the offices visited for supplying such resources.

11. The names of the GDE officials, schools, principals, parents, teachers and learners that participate in the study may not appear in the research report without the written consent of each of these individuals and/or organisations.

12. On completion of the study the researcher must supply the Director: Knowledge Management & Research with one Hard Cover bound and one Ring bound copy of the final, approved research report. The researcher would also provide the said

242

manager with an electronic copy of the research abstract/summary and/or annotation.

13. The researcher may be expected to provide short presentations on the purpose, findings and recommendations of his/her research to both GDE officials and the schools concerned.

14. Should the researcher have been involved with research at a school and/or a district/head office level, the Director concerned must also be supplied with a brief summary of the purpose, findings and recommendations of the research study.

The Gauteng Department of Education wishes you well in this important undertaking and looks forward to examining the findings of your research study.

Kind regards Pp Nomvula Ubisi CHIEF DIRECTOR: INFORMATION & KNOWLEDGE MANAGEMENT _________________________ The contents of this letter has been read and understood by the researcher.

Signature of Researcher:

Date:

Office of the Chief Director: Information and Knowledge Management

Room 501, 111 Commissioner Street, Johannesburg, 2000 P.0.Box 7710, Johannesburg, 2000

Tel: (011) 355-0809 Fax: (011) 355-0734

243

Appendix B Permission letter to conduct research from Department of Education

244

Appendix C Letter of consent to school principal

Consent form

Research conducted by Annelize Cronje on the problems experienced with teaching Sciences

Dear Sir/Madam I, the undersigned, am a M.Ed student at the University of Johannesburg . With this letter I‟d like to ask your consent to do research at your school. Attached is a copy of the consent letter from the Gauteng Provincial Department of Education to conduct research at the school. The following information is to provide you with a background of the purpose of the study.: I would like to identify the problems experienced and the needs of science

teachers (Natural-, Life- and Physical Sciences) in the implementation of the NCS

To investigate the nature of ecology of practice (the teachers and other members of the school) and how keystone species (teachers teaching in exemplary ways) can influence other teachers in ecologies of practice with their professional development

Data will be collected by various methods. Prior consent will be obtained from the relevant respondents for the collection of all the data. Observations and interviews will be recorded and will not interfere with normal teaching activities. Observing the Science teachers while they are busy conducting their

classes. The researcher will be a passive observer and will not interfere in the conduction of the class.

Observing the Science teachers in their subject meetings. Studying the participating teachers‟ artefacts such as lesson plans,

teachers- and learners portfolio‟s.

Faculty of Education University of Johannesburg PO Box 524 Auckland Park March 2009

245

Interviews with teachers for a more in-depth understanding of their modus operandi.

Interviews with the Head of Department of science at your school as well as yourself.

Participation in this study will be voluntary and the teachers will be under no obligation to participate. It will also be explained to the teachers that they will have the right to withdraw from further participation. Before they give consent they will be properly informed (in writing and verbally) about the research project, purpose and processes, and they will be given the opportunity to ask questions about this study before they fill in the consent form. There are no known risks associated with this study. No names of participants will be used during the publication of the research findings. The data will be used sensitively and confidentially. Anonymity is guaranteed and, where applicable, pseudonyms will be used.

NAME AND CONTACT DETAILS RESEARCHER SUPERVISOR CO-

SUPERVISOR

Name Mrs Annelize Cronje Dr Josef De Beer Dr Bruce Nduna

e-mail

address

[email protected] [email protected] [email protected]

Tel: 018 386 1032 011 489 2765 011 489 2765

Cell 083 276 1105 082 923 2865 083 338 6397

Attached find copies of: the consent letter from the Gauteng Provincial Department of Education; the consent letter to the teachers

CONSENT LETTER Please complete the following consent letter. I will collect it from you later and you are welcome to discuss anything regarding the research with me. Thank you very much for your time and willingness to allow me to conduct research at your school. I plan to visit your school during the first term of 2009 to conduct the research. I really appreciate your support.

mailto:[email protected]



246

.........................................................................................

Annelize Cronje

CONSENT LETTER

I, the undersigned……………………………………………………………. (Full

names & Surname) have read the preceding premises as well as the accompanying consent letters regarding the research and I declare that I have been sufficiently informed and understand it. I was given the opportunity to discuss relevant aspects of the research with the researcher. With this declaration I allow the researcher to do research at my school. I further understand that my teachers and learners will voluntary participate in the research.

Full names of principal Signature of principal Date

247

Appendix D Letter of consent to science teachers

Dear Sciences Teacher You are kindly invited to take part in my research as described underneath. It is important that you read and understand the following general principles, which are applicable to my research. After reading the information I hope that you will positively consider participating and I therefore appeal to you to please sign the consent form if you are satisfied that you are well informed about the nature of the research project and that you voluntarily participate in it. Attached is a copy of the consent letter from the Gauteng Provincial Department of Education to conduct research at your school.

FOCUS OF THE RESEARCH

My planned research will focus on Science teaching (Natural-, Life and Physical Science Teaching for grades 8 to 12).

TITLE OF RESEARCH:

The professional development of Natural-, Life- and Physical Sciences teachers, within ecologies of practices, in assisting teachers to overcome the problems they experience with implementation of the National Curriculum Statement.

MOTIVATION OF THE RESEARCH

o Motivation for this study is particularly based on the fact that many development programmes offered to teachers are workshops and short learning programmes that cover policy aspects and do not address the practical needs and problems the teachers experience

o Further motivation is the fact that most innovations for the implementation for the NCS presented to teachers were by a linear top-down approach. This system does not take into consideration the complexity of who teachers are, the culture in schools and the specific ecology of practice they operate in.

PURPOSE OF THE RESEARCH

The aim of this study is to investigate the specific problems that science teachers experience with the implementation of the NCS in order to identify the needs that have to be addressed. The research will focus on how these needs are addressed in ecologies of practice through formal training programmes, informal learning and specifically the role of keystone species in this ecology.

Faculty of Education University of Johannesburg PO Box 524 Auckland Park March 2008

248

GATHERING OF DATA

Data will be collected by various methods. Observations and interviews will be recorded and will not interfere with normal teaching activities. Observing the Science teachers while they are busy conducting their

classes. The researcher will be a passive observer and will not interfere within the conduction of the class.

Studying the participating teachers‟ artefacts such as lesson plans, teachers- and learners portfolio‟s These documents will be handled confidentially and will not be included in the final research report without prior written consent from the relevant teacher;

Interviews with teachers for a more in-depth understanding of their modus operandi.

Interviews with groups of Science learners who were present in the teachers‟ classes that will be observed.

6 GENERAL Participation in the research is completely voluntary and no pressure,

however subtle, may be placed on you to take part. It is possible that you may not derive any benefit personally from your

participation in the research, although the knowledge that may be gained by means of the research may benefit other persons or communities.

You are free to withdraw from the research at any time, without stating reasons, and you will in no way be harmed by so doing. You may also request that your data no longer be used in the research. However, you are kindly requested not to withdraw from the research without careful consideration, since it may have a detrimental effect on, inter alia, the statistical reliability of the research.

By agreeing to take part in the research, you are also giving consent for the data that will be generated to be used by the researchers for scientific purposes, but with the guarantee that it will be confidential and that your name will not be linked to any of the data.

You will be given access to your own data upon, request. You are encouraged to ask the researcher any questions you may have

regarding the research and the related procedures at any stage. He will gladly answer your queries. He will also discuss the research with you in detail.

The research objectives are always secondary to your well-being and actions taken will always place your interests above that of the research.

There are no known risks associated with this study. No names of participants will be used during the publication of the research findings. The data will be used sensitively and confidentially. Anonymity is guaranteed and, where applicable, pseudonyms will be used.

249

NAME AND CONTACT DETAILS

RESEARCHER SUPERVISOR CO-SUPERVISOR

Name Mrs A Cronje Dr Josef De Beer Dr Bruce Nduna e-mail address

[email protected] [email protected] [email protected]

Tel: 018 3861032 011 489 2765 011 489 2765 Cell 083 276 1105 082 923 2865 083 338 6397

CONSENT LETTER

Please complete the following consent letter. I will collect it from you later and you are welcome to discuss anything regarding the research with me. Thank you very much for your time and willingness to participate in my study. I plan to visit jour school during the first term of 2009 to conduct the research. I really appreciate your support. .........................................................................................

Annelize Cronje

CONSENT LETTER

I, the undersigned……………………………………………………………. (Full names & Surname)

have read the preceding premises in connection with the research and have also heard the oral version thereof and I declare that I understand it. I was given the opportunity to discuss relevant aspects of the research with the researcher and I hereby declare that my participation in the research is voluntarily. With this declaration I give my consent to take part in interviews, allow visits of the researcher to my class as an observer and provide him with relevant teacher- and learner documents (artefacts) to be studied by the researcher.

Full names of teacher Signature of teacher Date

Full names of witness Signature of witness Date

The following consent letter may only be signed at a later stage when it become clear if the researcher want to include some of your personal documents, with your consent, as examples in his final research report.



250

With this I give my consent to the researcher to include the following (see the list underneath) of my personal documents, with the necessary acknowledgement, in his final report. List of documents that can be used as examples:

1. 2. 3.

4. 5. 6.

Full names of teacher Signature of teacher Date

251

Appendix E Letter of consent to parent/guardian and learner

255

Appendix F Table to complete during lesson observations

TABLE DESIGNED IN ACCORDANCE WITH TABLE 4.1 TO COMPLETE DURING LESSON OBSERVATIONS AND AFTER INTERVIEWS TEACHER: CATEGORY CRITERIA REMARKS ROGAN,

GRAYSON, PETERSEN LEVEL

Classroom practice

Teaching method Lesson Plan Use of textbook Use of media Learner engagement

Practical work

Practical work

Method used Teacher role Learner involvement Local environment Equipment/Improvisation

Science in society

Everyday life examples

Involves local community

Learner involvement Assessment Type of assignment

Type of questions Portfolios

Scripts Amount of work done Marked Covered

Emotional wellness

Feelings experienced

Maslow’s hierarchy level Teacher agency and identity

256

Appendix G Circular 38/2007

269

Appendix H Circular 28/2008

275

Appendix I Stock Inventory for Physical Science

280

Appendix J Transcripts of field notes

Fieldnotes on School of Hope

Monday 2 March 2009 I arrive at the gate of the school at 8h00. The gate is locked and a security guard lets me in. I have to sign in and complete a book with my details. Some learners who are late have to write their names in a book before they are allowed to enter. The whole school is fenced in by a High wire fence. Security at this school is good. The school building is a beautiful old red face brick building surrounded by big grounds with lawn and trees. The whole High School division (Senior Phase and FET phase) are gathered together in front of the School for assembly. The Head Master addresses them and a few teachers are also attending. I now enter the school building through a security door. I meet the Principal and Deputy Principal in the Principals office. They both receive me very friendly. The door to the Principals office also has a security door with burglar proofing. The Deputy Principal takes me to David the HOD of the FET phase who will be my host for the week. The school is very neat and clean inside and there are no papers lying around. All the learners are in their classes and everything seems organized and under control. David takes me to meet Refilwe who is a Life Sciences and Geography teacher. I will attend Refilwe‟s‟s grade 12 Life Science class for observation. Observation of lesson: Refilwe Refilwe is a very enthusiastic teacher. The learners are well disciplined at pays attention to what she is explaining. The topic for today‟s lesson is human reproduction. Refilwe is very creative and hands out letters (A B C D E F G) to the learners. All the learners receiving the same letter will be in the same group. It takes quite a while before the learners are in their groups. The teacher now writes the topics on Human Reproduction to be discussed on the blackboard. The topics are: Formation of sex cells Fertilisation and ovulation Implantation of the embryo Fetal development Birth and parental care Menstrual cycle Control of human fertility The learners now have to work on their topic and gather information for the whole week. At the end of the week they have to have made a poster and give a presentation to the rest of the class on the topic. The posters will be posted on the wall. The teacher assumes that the topic has been covered by then and will start with a new topic next week. The learners are well disciplined and quiet while operating in their groups. A few learners arrive late.

281

The walls ad cupboards of the classroom are filthy and needs paint urgently. The billboard has a lot of graffiti, including swear words, written on it. Some of the plaster is also missing on the walls. The posters on the billboard and wall are not relevant to the subject and do not display what learning area is covered in the class. The teacher moves around in class to determine what the groups are doing. The learners in this class have written 2 class tests and some continuous assessment for the portfolio. In March they will write an exam o the work done during the first quarter. When the bell goes the teacher leaves the classroom. The learners do not rotate, the teachers do. This explains why the posters are not subject specific. I am now taken to the library to meet the HOD of the Senior Phase. Her name is Thandi. The library is used as working space for some teachers and is full of desks for the teachers. The books are very old and are stacked in piles all over the floor and on the shelves. The library is definitely not in working condition. There is one computer in working condition in the library for the teachers to use. The other computers on a shelf are not in working order. There is no general time table in the principal‟s office and each HOD keeps a time table of the teachers in his/her department. I receive the following information from Thandi. The computer lab is under renovation and not in use at the moment. When it was working teachers used to make a booking to use it. The books lying in piles on the floor will be collected by the GDE to be destroyed, but they will not be replaced. They really need new books. The Zulu teacher is available after school or during brakes is learners need books (which books and the teachers use it as a staff room?).The library has a TV screen and video machine in working order mounted against a wall. Apparently there is only a few videos available to watch. The teacher s does not know of the existence of the Educational library in Pretoria where one can order videos from. When the bell goes, the teachers move to the different classes and learners stay in their classes. Some teachers arrive late. Learners carry desks from one classroom to the other according to the need for that day. The science lab is empty and the cleaners are busy cleaning it. After break I move to an empty classroom to have an interview with Refilwe. I record the interview. We are interrupted quite a few times by learners wanting to speak to Refilwe or fetching something form the class. There is no single staffroom available in the school and teachers sit in empty classes, the library or two smaller classes occupied for this purpose.

282

Tuesday 3 March 2009 No general staff meeting at the beginning of each day. My first classroom visit of the day is with Thabo. Observation of lesson Thabo There are 40 learners in the classroom and not enough textbooks. The room is very full and there is hardly enough space for the desks. The walls of the classroom need paint and there are not posters on the wall. The topic to be covered today is Volcanoes. The teacher asks the learners to open their textbooks. He then asks learners to read the section on volcanoes from the textbook one by one. The learner sitting in front starts reading a passage out load, then the second learner and so forth.(This must be learner centered teaching). The learners struggle to read and to pronounce the words. Some learners arrive late. The teacher sits on a table and sometimes interrupts to explain some concepts in between the reading of the learners. He says that sometimes he explains in Zulu. The teacher asks interesting questions on the influence on the environment to trigger the students to think. He does not always get answers or interaction from the learners. An example of one of the questions is: How does carbon dioxide contribute to air pollution? A fourth year education student comes in to observe. One of the learners gets up and leaves the room without asking permission. He returns after a while. The teacher refers to Global warming and asks what it is. The learners do not understand what het means and the teacher does not explain either. (He could have explained and linked the Greenhouse effect to the carbon dioxide). The teacher asks the learners to research the advantages and disadvantages for an assignment. He asks them to do and activity in their scripts. Two of the learners next to me say they do not actually know what to do and struggles to answer the questions asked in the activity. The scripts of the learners are covered neatly. The learners did some activities from their textbooks in their scripts. The activities are marked by the teacher and corrections are done by the learners. In their portfolios they have a mind map or summary of the theory of the tectonics plate. Note to myself: A video on volcanoes would work well as it is such an unknown concept to the learners. The experiment using bicarbonate of soda and vinegar to demonstrate a volcano can also help. The teacher could use the blackboard more. I miss a periodic table or overhead projector in the class. A portable lab trolley can work if the teachers do not have to move from one class to the other.

283

During the class learners outside the classroom run around in the corridors and yell at each other. I now move back to Loyiso to observe how the learners are progressing with the groupwork. Observation of lesson 2 Refilwe The learners divide in their selected groups again. There are 26 learners in the class. The teacher hands out colourful laminated posters to the groups. Each group receives a poster covering their specific topic. He also supplies the groups with Reference books. Some learners arrive later for class(8 in total). The learners move around in class and the groups struggle to get started. All the learners in the class have a textbook. The scripts of the learners are neatly covered. On the first page is a year plan with all the topics to be covered in each term. The learners have theory in their books and then homework questions and answers. The books are marked and corrections done. Quite a big amount of work has been done. The topics covered are:

Tissues, cells and molecular studies DNA and protein synthesis Inheritance and chromosomes Genetics Currently busy with Human reproduction

The groups are now working effectively in their groups. The bell rings. Refilwe shows me her file. The file is neat and complete. It has a pacesetter and a year planner inside. It also contains lesson plans and enrichment ideas. There is an inventory of the stock available for Life Sciences as well as a GDE circular on how many qualified and under qualified Maths and Science teachers there are in the Province. All the learners have a textbook and Gr 12 Life Sciences part 1 with questions and answers. Author Helena Fouche. Stock Inventory Apparatus: 10x medicine dropper 6x spirit burner 1x mentholated spirits 3x spatula 5x gloves 100x containers Chemicals X3 iodine solution X2 millons reagent X1 bromothymol blue X1 set of posters on reproduction

284

Lesson observation Tsidi There are 12 learners in the class. Originally they were 25, but the maths teacher convinced 13 of them to change subjects and now they cannot take science without maths. The topic for today‟s lesson is test corrections. The teacher discusses the memo of the test. Some answers are explained on the blackboard. The following example is done on the board: The answer and symbols used is 100% correct. The teacher does not explain why g is 9,8 or what relative velocity means. The teacher explains that a big problem for science teachers is that learners struggle with the maths part of the questions. The learners ask many questions and there is a good interaction between them and the teacher. All the learners do not have calculators with them. The teacher asks some of the learners to do the answers of some of the questions on the blackboard. The learners chalk and talk now. When answering a conservation of momentum sum, they only write m1v1 + m2v2 = m1v1 + m2v2 Without using p1 = p2 above that to show they use the law of conservation of momentum. This class takes place in the science lab. Only the grade 12 science learners have this privilege. The blackboard is loose and needs a screw to fix it. The taps have running water in them, but the knobs are missing. There are relevant science posters and a periodic table (the teachers own one) against the walls. The lab is in a relative good condition compared to the other classrooms. All learners have 2 books. Study and Master and The answer series. The latter is a book with questions and answers. Observation of lesson 2 Tsidi It is a Gr 10 Physical Science Class. This class has 18 learners and all of them have textbooks. This class takes place in a normal classroom, not the lab. No posters or periodic table on the walls. The topic is writing of formula. They mark the homework of the previous day. Chalk and talk method. When explaining the

28 m.s-

1

190

Vi = 19 sin 28

= 9,12

60m

Vf2 = vi

2 + 2a∆y 0 = 9,12 + 2(9,8)∆y 0 – 9,12 = ∆y 2(9,8)

285

answers, the teachers explain the writing of formula e.g. AlCl3 using + and – charges that must be equal. She explains it very nicely, but it is difficult to determine charges without a periodic table present. The teacher explains poli-atomic ions with different names very well. She knows the subject knowledge well. The teacher now moves through the class to mark the books. She picks up important mistakes like CL and rectifies it to Cl, using the correct subscript word Mno4 etc. The learners are very quiet while the teacher marks the books. The scripts of the learners are neatly covered and marked regularly. So far they have covered speed, equations of motion and graphs. Not many exercises were done. Only two sums on graphs. Then they moved to the atom, then one exercise on the periodic table and now writing of formulae. On my way out one of the teachers comment, that they cannot put posters on the wall with their type off learners. Wednesday 4 March 2009 Lesson observation of Zaiwan This is a Life Sciences lesson and 20 learners are present. There are no posters against the walls. The topic is Eco-systems. The teacher wears a track suit and speaks very softly. The learners are requested to take out their textbook. All the learners have textbooks. There is a lot of background noise in the corridors. The teacher asks what an ecosystem is. The learners are eager to answer. The teacher continues to ask questions and learners raise their hands to answer. The teacher points to the person who can answer. The whole process is very organized but relaxed and the learner s know the answers to the questions as well as the terminology used. The learners get instructs the learners to sketch a flow diagram of an eco-system on a loose piece of paper. After that is done the learners gets a chance to draw their flow diagrams on the blackboard. The teacher moves through the classroom and signs the books. The lesson is well planned but very much textbook driven and a lot of theory. Very few practical everyday examples of eco-systems are used and I don‟t know if the learners will be able to apply it in other situations. A good chalk and talk lesson. The learner scripts are neatly covered. The only topic covered so far is eco-systems which is Unit 3 in the textbook Unit 1 and Unit 2 has not been done so far. The books are marked regularly. Many of the questions are ones written down by the learners from the blackboard and very few activities in the textbook. Textbooks used Study and Master and Life Sciences Gr10 Bowie. Not all the learners have the same textbook. After the class the teacher makes the remark that it would help if they could have excursions and trips, to go places with the learners. Note to myself: The learners are very open and eager to learn. They are also friendly, well mannered and helpful.

286

Resources for the research assignments are a problem. In a professional support program teacher should be informed which resources are available in their own environment, like the school garden, to investigate the eco-system in. Learners can grow their own garden and plant beans, flowers, corn etc. to use in their practical work. They should be introduced to shoestring science to empower them to use other available resources. Observation Lesson 2 Thabo This time it is a Gr 8 Natural Science class with 50 learners in a normal sized classroom. The floor is broken and has holes in. The cupboard cannot lock. The paint is scaling off the wall and needs urgent repairs. The classroom has a blackboard. No posters on the walls. There are not enough textbooks for the learners and they share textbooks. The topic is types of soil. The learners read about the topic from the textbook. The teacher asks questions about the topic. He asks good inquiry type of questions. He asks questions about an assignment they had to do. They had to fill a bottle with soil, fill it with water and try and identify the different types of soil (layers) found. (I cannot decide if they actually did the assignment. While talking about the different layers and types of soil the teacher could have had an example with him to explain it better.) I don‟t see much lesson planning in the presentation. There is a lot of noise in the corridors. The teacher stands at the front of the class leaning against the wall with his hand in his pocket. The learners take turns to read a passage about the topic loud to the rest of the class. The rest of the learners are very quiet while this is happening. The learners read very softly and I cannot hear them. The teacher asks a questions: “Which type of soil is best for vegetation, to grow plants and why?” The learners search for the answer in the textbooks. They get Activity 3 and 4 for Homework. The learners are given an assignment to hand in on Monday. Where to find each type of soil and what is each type used for? They are told to Google on Internet or visit a library to find the answer. The Textbook used is Spot-on Natural Science Gr 8 Note to myself: A lot of papers are lying on the floor. The school has cleaners, but what about a project to keep the school litter free. The learners cn pick the papers etc themselves. Make them proud of their environment and teach them to look after the environment. Thursday 5 March Visit the printing room. The school has a big and fairly new printer to make copies. Some teachers struggle to get copies made.

287

Observation Lesson 1 - Thandi The walls of this classroom does not have too much graffiti. The paint on the wall is scaling, The door of the classroom does not have a knob. The cupboard door is fixed with a lock. Topic: Different types of soil. The learners were given an assignment to investigate the different types of soil. They were divided into groups. Each group had to find an empty bottle and fill it with soil and water. All the groups have their bottles present. The class is organized in a way conducive for group work. Desks are clustered together and learners sit in a circle around them with the bottle in the middle. Each group receives a blank page form the teacher. On this page they have to record what they see. The learners are enjoying this and are actively discussing their findings. Not all the learners have textbooks. Each group appoints one learner to give feedback to the whole class on their findings. The representatives speak very softly when they do this. The teacher interrupts to point out important facts the learners need to know. Note to myself. The teacher improvised using old class bottles. The learners enjoyed the group work and learned via an inquiry method. The teacher facilitated effectively

288

Appendix K Transcripts of individual interviews

K1: Interview with principal of the school.

5/3/09 at 9h15 am.

Intv: Tell me more about yourself. P: The School is a historical monument. The building is very old. The school

in its current form 1996. It started as a project. The school was empty as the previews school relocated to another area. A soldier with the name of Solly saw that their were many street children as he was busy doing patrol. He realized that the government did not have a plan to put the children in a place of safety. He started the school, but his plan was mainly as a vocational school. It was a private project and he was dependant on donors. In 1998 the Department of Education adopted it. I joined the school in 2003 as deputy principal. The previous principal let in 2006 and in 2007 the District appointed a caretaker principal. I was appointed as principal in 2008.

Intv: Tell me more about the problems that you experience. P: We have problems with learner admissions. We admit throughout the year

and then we cannot follow through with the portfolios. Learners don‟t have a complete learner profile. Learners also have social problems, some have parents, but problems at home disturb their schoolwork. The majority of the learners come from shelters and they don‟t have space to study. You will find 20 learners (of which you will find gr 12‟s also) crammed in one room. The shelters don‟t always have electricity and if their budgets are exhausted, the learners have to go without food. The school has a feeding scheme. We make use of the feeding scheme of the government as well as NGO‟s. The United sisterhood also helps. On Fridays food parcels are issued for the weekend. During the week they get food at the school. Not everybody gets food. Only the shelter kids

Intv: It is a problem for the teachers if the learners don‟t do their homework.. P: the nature of the curriculum is a problem. It is not vocational. We follow

the normal curriculum. Most learners are not academically good, it would be better if they did something vocational.

Intv: Tell me more about the resources you have for teachers. P: We don‟t have specialized rooms, like a laboratories, computer rooms or a

laboratory to assist teachers. Intv: Tell me about you teaching aids for teachers. P: We do not have sufficient teaching aids. At the moment we go to UJ for

basic teaching aids. We book at UJ to get access to their facilities. Intv: Tell met more about how you motivate your teachers. P: Awards are issued every term on how the learners perform. We started

with the grade 12 teachers, but this year we do it for all teachers. They receive a certificate of recognition. We started this system in 2008. I

289

introduced it. The teachers who are doing extra classes get payment in the form of a transport allowance.

Intv: Tell me more about the extra classes. P: Grades 10, 11 and 12 attend extra classes every afternoon. The grades

12‟s have Saturday classes at the school and also the Education Department. We tried to get the Star School involved, but it fell through. This caused confusion.

Intv: Tell me more about how your budget works. P: Section 20 schools are nonprofit organizations. They are not given a

budget. They make requisitions to the department on what they need and that takes time. Our school is a section 21 school. The budget gets deposited in your school account and is determined by the 10th day survey. We started with 658 learners, but the numbers grow. They don‟t count any more. Last week we had 789 learners. Even now there are more. You must do three things with your budget: 1. maintenance, 2. LTSM(learner teaching support material e.g. textbooks, apparatus, teaching aids) and 3.services(Lights, water etc) It is allocated as follows. LTSM = 55%, maintenance = 33% and services = 12%. If LTSM is needed, you have to procure from your budget. You collect 3 quotations and then submit it to the LTSM unit at the district.

Intv: Tell me more about the budget for the Science department. P: As a school the budget is spread throughout the departments according to

the amount of learners. The languages for example have more learners. We also allocate the money according to the needs. The sciences have fewer learners, but they have more needs.

Intv: Tell me more about how you determine the needs. P: The departments have to hand in a wish list. This is then taken to the

school governing body for approval. There is normally a cut back. Intv: What problems do you think the Science Department experiences? P: You must ask the Head of Department. Intv: What is your perception of the Science Department? P: Over the years the Science and Maths Departments did not get good

results. Most learners failed, but during 2008 there was a huge improvement.

Intv: What caused this change in 2008? P: In 2007 the environment was not conducive to teaching and learning.

Discipline from the learners and educators were not there. Then in 2008 we started to go back to the basics. We did a SWOIT analysis internally; we decided if we used outsiders it would not be fair. We realized we had the manpower in our skilled teacher, but the teachers were not utilized correctly. People were teaching subjects they did not major in. Most of the existing teachers stayed. The gr 12 science teacher is new.

We worked on a number of things. We put basic systems in place to cut on absentees. We started checking on the absentees. We also ensured that classes started on time and that teachers did attend their classes. Now class attendance is not negotiable. We have learners (reps) that fill in

290

forms whether teachers attend their classes and what activities they do in class. These forms are handed in on Fridays and then analyzed. We handle the issues. At the moment we have an average of 1 or 2 absentees per week. Earlier we had more than 10 absent. We also have parent meetings every quarter. In the past learners did not get reports every quarter, but in 2008 we started issuing reports for all terms.

Intv: Thank you very much for your time and sharing the information with me.

K2: Interview with HOD of FET phase.

5/3/09 at 11h05 Intv: Tell me about yourself. Teach: I come from Limpopo, the place of Science and Maths teachers. I

chose teaching as a calling. Most people there are teachers. We are disadvantaged and we opt for teaching, because it is cheaper. That‟s why many so many people study teaching. I enjoy teaching. I like to share ideas. My motto is: Working together. I did my Secondary Teaching Diploma at the College. I majored in Maths and Science. Then I did my ACE at TUT in management and leadership. I started teaching at a private school, then moved to Soweto and then moved into town. At this school I started in 2002. I started as a post level 1 teacher, then I was promoted as HOD in 2003.

Intv: What problems do you think the teachers experience with the implementation of the NCS? Tell me more about it.

Teach: Resources is a problem. Science is a resource based subject. We need chemicals and apparatus. It is a hands on subject. We have to come with practical examples. Sometimes we improvise. Sometimes we cannot improvise if we don‟t have the equipment. Learners must see and touch to learn. Learners want to see. The resources I am referring to are not textbooks; we need something so that the learners can do experiments themselves. No just demonstrations. Learners must learn skills how to handle apparatus like a burette. Otherwise if they handle it, they will break it. They don‟t have the skills to handle it. They must learn skills to clean apparatus to get used to it. Like at home when they wash dishes. We need a well equipped lab.

Intv: How do you think can this problem be solved? Teach: At school level we can buy cheap apparatus like ticker timers and

cells. Some we can buy at school, you see, we can renovate a tap, we can buy a tap and fix it at school. We have funds available. Why we not buying I don‟t know. Maybe this is the problem. Maybe we must push each other. Maybe most people of the SGB (School governing Body) did not go to school, maybe they do not know a lab. They don‟t have a clue of the day to day running of schools. As Science department we need a budget. I don‟t know who decides

291

what has to be bought. I am not on the SGB. I am on the SMT(School Management Team), but is not functional. We must work as a team, but teamwork is not there. We must work collectively. If we can work as a unit, things are possible. If we have people who say I am in power. If we are not working as a team, we get demotivated.

Intv: Tell me how you go about to motivate the teachers. Teach: Last year we introduced certificates for teachers, for the top

achievers in certain areas. Maybe this will encourage us. It was a good move.

Intv: As HOD, tell me more about the problems you encounter. Teach: One that is challenging is too much paper work, teach, asses

learners, check educators, write reports. Maybe we will get used to this with the new NCS. I think this is the beginning, we will get used to it. In a few years everything will have settled. At the end of the year everyone will be mastering NCS. It is a challenge to all of us but if we are focused, we still achieve this.

Intv: Tell me more about your subject meetings. Teach: In our subject meetings we support each other. If a topic is more

challenging we share ideas. The other colleagues will tell you I teach like this. We look at teaching methods; discuss different methods and change to see what is best. We minute everything we do to see if we have done what we said. The FET has their own meetings on one side, not in conjunction with the senior phase. Learning is a progression, so maybe we must hold it together with the senior phase. In the FET phase we see the gap of topics not addressed properly. But be careful to step on the peoples toes. It is important to have meetings as collective. But it also depends on who is heading the department. You know how teachers are, they don‟t always like you to suggest something.

Intv: What do you think can be done to support and help the science teachers?

HOD: Only support the resources. Maybe they must upgrade the lab. Then everything will be fantastic. Look at the results last year, it was 80% pass for Physical Science and Life Science had a pass rate of 67%, we want to get it up to 100%. Maybe if they can assist us with phone numbers of people who can modernize en renovate our lab, we need a specialist. We work with chemicals, where must we put it, where must we put the shelves. Maybe people who did UJ‟s labs. They give us a quotation then we can take it to the SGB. It does not have to be major thing, fix the taps, there is water, fix plugs, painting, shelves. 3 or 4 cabinets. We have to varnish the tables, repair the lights etc. some of the lights are not working. Broken windows also need to be fixed. We need curtains to make dark for optics experiments and so on. We also have to replace the

292

blackboards with whiteboards, it would be very nice. Hopefully a computer in the science lab to capture the stock. We need a TV mounted on the wall. The lab will look nice and the results will be nice. The theory they forget, but what they see, they remember.

Intv: Tell me more about your cluster meetings. HOD: This is the place where we exchange files as educators. We also

do moderation and go through the checklist given by the facilitator. The facilitator and cluster leader is there to check for the LO‟s Learning outcomes) and assessment. Are they balancing and are the tasks in line with the assessment guidelines. Educators attach rubrics and memos as well as consolidated mark lists. We also share ideas. If a teachers does not do something right, we help each other. The facilitator sees that he grows and develops and facilitates the project. It is very helpful, you see teacher Y gives me his file, he sees if you need copies. We get copies form excellent teachers in order to meet the required standard. The standard must be the same so the learners don‟t suffer at the end of the year. If you miss a meeting you send a representative to get the documents. We need the cluster meetings.

Intv: Thank you very much for your time. Note: After the interview when I met up with the HOD running around he

told me that the District officials will be visiting the school next week. He must check that the educators‟ lesson plans and portfolios are in order and that they work in accordance with the pacesetters. Last year they had many visits form the District officials because their results were poor, but this year this will be the first visit as their results have improved so much.

K3: Interview 2 – HOD Senior Phase (HOD1)

HOD for Maths, Science and Technology Senior Phase

Intv: Tell me more about yourself. Where do you come from, where did you study, etc

HOD1: I am… I come from Soweto, then I have done my Primary and Higher Primary in Soweto, and then I was trained as a teacher in Limpopo, at a College of Education from 1989 to 1991.

Then in 1992 I was appointed as a teacher at a school for the physical disabled, where I was teaching Maths and Natural Science from grade 4 to grade 9. Then in 2000 I was appointed here at this school as an HOD for Maths, Science and Technology. So from 2001 to 2004 I was teaching Natural Science, and then from 2005 I was teaching Technology and then from 2006 I was teaching Maths, this year I am doing Maths in Grade 8.

293

Intv: Tell me about why you decided to become a teacher? HOD1 You know I can say teaching was a call to me. I also used to

admire my grade 2 teacher who was teaching us at primary school. So I started developing that love to be a teacher. But initially I told myself that I want to be a nurse but it changed drastically. So I love teaching because I want to make a mark in the Nation.

Intv: It is wonderful! We need more people like you. This teacher in grade 2, that you said had an influence on you, how did she have an influence, what did she do, that…

HOD1: You know I liked the way she used to teach us. She would make sure that whatever she does in class you remember even if you are at home and you know she had that passion in the learning area that she was teaching, it was Maths and English, ja so whatever she does you know, it always inspired me. So that is why I started developing that one to become a teacher.

Intv: Wonderful! So when you started teaching, I understand you did it because you had this passion, you wanted to make a difference in peoples lives. How do feel now after you have taught for a few years?

HOD1: A Eish! You know these days; there are a lot of frustrations in this teaching. Because if you can remember in the 90s we used to do the Nated 550, where the teacher would stand there and preach to the learners, ne, now with this changes it was difficult to adjust, especially if you are an old teacher. (Laugh) It was difficult to adjust because we started with OBE , one would trying to adjust with OBE, they changed, they revised that to National Curriculum Statement, but this year at least things are now becoming better., because we have now adjusted. We know what is expected of us, but when started with this OBE, you know it was frustrating.

Intv: What was frustrating to you? HOD1: You know when we started this OBE we said its learner centered,

and you go to a class you give learners activity to do, the learners would be frustrated, because they don‟t know exactly what is expected of them, now you have to facilitate, but in those olden days we first teach, give them information, then after, you give them work to do, so it was easier to facilitate than now.

Intv: But now you say you feel better about this? HOD1: Mmm. Ja we are getting used to the methods of this teaching. Intv: What positive changes have occurred in your life and teaching

since the new curriculum? HOD1: Mmm, I think what is positive in this new curriculum, is that

whatever you teach this learners, you must know your assessment standards. Because in the assessment standards its where you get your activities, a guide what to do, and in the end when you say the learner had achieved a certain outcome, you must check what is listed in the assessment standard, they‟ve managed to do that.

294

Intv: Maybe earlier we just assumed they did get it? HOD1: Ja but we did not asses it, so now at least we get a clear guidance. Intv: Is there something else that is also positive? HOD1: Ja, I think the way we are doing our planning. It is positive, because

during the Nated 550 you just take your book, you learn that this is what I am going to teach, but now with NCS, there are three stages of planning, you must first plan as a phase, then after that I will plan as a, you plan as a phase, and then after you plan as a grade and then you do your personal planning. So it is more focused.

Intv: Will you show me later on how you do your planning? HOD1: Yes I will. Intv: And what negative changes do you think was there with the

implementation of the NCS? HOD1: No I can‟t say that are negative stuff. Intv: Is there new content knowledge that you find that they brought in

with the new curriculum? HOD1: No I think the content is still the same. Intv: So is there not areas in the curriculum that you feel you struggle

with this area, or that area? HOD1: No. the content is still the same. Intv: The Natural Sciences falls under you. Do they have equipment to

do the practical work or what is the problems you experience with that.

HOD1: Ja, the problem is with our lab. Our lab doesn‟t have the right things to use, like the chemicals, they don‟t have the right chemicals, we don‟t have the right apparatus, so sometimes what you do, what the teachers do, they just make those practical that can be done in class and then the teacher have to provide for those kits they are using, because our lab is empty.

Intv: Now is there a lab on the ground floor as well? (Where the grade 8 and 9 classes are)

HOD1: No we only have one lab, the one on the top floor and we must also use that one.

Intv: You book a time that you can there, or how does it work? HOD1: At the moment the teachers in the senior phase, they are not using

it. Ja they just conduct those sinful experiments in class. Ja Intv: What do you feel, what measures can be taken to help you? HOD1: I think as a school we must make sure that our lab has the correct

apparatus that is needed so that the learners can have the experience you know of conducting experiments in the lab, so we just recommend it to our principal that they must buy the right chemicals and the right apparatus.

Intv: How does it work? You as a HOD do you get a budget that you can use or can you order from the Department or where do you get your resources from?

295

HOD1: We get ee. As a department we must draw a budget and then you fill in the things that you need, so as a Science Department combined Senior Phase and FET, then we sit down with the educators for the budget to indicate those things that they need, then afterward that we submit it to the SGB. Then when the SGB approve this, it then we buy those things.

Intv: And do they usually give you the money that you ask? HOD1: Yes, our school is a section 21 school. So whatever we budget for,

we are given. Intv: And like posters and stuff like that? HOD1: Yes we do have some, a few posters for Natural Sciences. In the

lab they do have. Even the teachers sometimes they take those posters to their classes, because with our learners it is not safe to leave the posters on the wall because they tear them.

Intv: Extra textbooks for the teachers do you keep it here in the library, or does each teacher keep it?

HOD1: No each teacher keeps the extra textbook. Intv: Do you also buy that from the budget, or where do you get them

from? HOD1: Yes we have a budget for the LTSM, so as departments we sit

down and list the type of textbooks we want our learners to use, and the ones for resources and then after that we submit it to the committee, then the committee buy that for us.

Intv: That‟s separate form the apparatus? HOD1: Yes that‟s separate. Intv: What support systems do you get from outside institutions? Tell me

about that HOD1: Ja at the moment we are having a partnership with UJ, ja and then

they support us, they conduct workshops for educators, then we go there and attend. The during the the practicals for their learners they send them here at school so that they can come and assist, while in the meant time they must observe. Like the lady that I brought to the class, she‟s from UJ, she is for observation.

Intv: I know with the FET they went there for an evolution workshop, so for the senior phase, did they also attend workshops on certain areas that they struggle with?

HOD1: Yes they do attend. Intv: Do you feel that the University addresses the problem that you

struggle with. Could you tell them we struggle with this and this? HOD1: Yes as a school we are given that mandate to indicate the areas

where we want them to assist us. Then we list them and send them to them. The University will have to draw a plan, and send it back to the school to inform us when we are supposed to go to them for those workshops.

Intv: So do you have a list of the workshops that you did last year?

296

HOD1: No, I don‟t have. I think the list is with the SBST, cause they were communicating a lot with them.

Intv: And from the Education Department? HOD1: Ja, we have from the Education Department, yes we do attend

workshops. There is a series of workshops that are arranged, but with the Department, they just decide on the topic, you can‟t say what you want.

Intv: The workshops, did you feel it was more about policy, how to introduce this, or did they also cover practical topics?

HOD1: Ja, sometimes they do cover the practical topics that we do at school, but with the workshops that we get from the Department I think we are not given enough time, you know, because with the Department you just go there for a training for an hour or two and they expect you to implement whatever you were trained to do those in two hours in class and it is difficult.

Invt: And the people who present this? Do you feel they are knowledgeable? They know what they explain.

HOD1: You know it depends on the facilitator. There are those who are knowledgeable, and there are those when you go there to that workshop you feel that they have just wasted your time, cause they en up reading the papers. They just give you papers and you read. I think some of them they are not knowledgeable.

Intv: So what do you think what type of workshops must the Department do and what must they include in the workshops? And what time will be the best time?

HOD1: I think the best time is during the week, maybe if we can start their workshops early, but sometimes when they start their workshops early, it disadvantages our learners and on Saturdays you have your personal commitments then you have to go to a workshop.

Intv: So the workshops, most of them are in the afternoons. What do you think must the Department address?

HOD1: I think they must address the topics that you deal directly with in class and if it‟s possible maybe we can use our holidays. We can sacrifice maybe the first week. You go there you know that you will be attending the workshop for Natural Science for the whole week. Now if you have enough time you will gain something.

Intv: Do you think the teachers in your department, they know how to use all the apparatus and do all the experiments?

HOD1: I can‟t say they know how to use the apparatus, because they don‟t have this apparatus. It is difficult at the moment, you see because we don‟t have a functional lab.

Intv: In the school itself, do you have enough support here from other colleagues or other departments?

HOD1: Yes from within the school there is support, because most of the time we encourage our educators to team teaching so that if in Natural Science, if you can take Natural Science for Grade 6, you

297

find that there is a lot of Geography and sometimes I am just a Natural Science teacher, I did not do Geography, then it is where I ask my Geography colleague to come and assist.

Intv: And you and the FET HOD? Do you also work together? HOD1: Yes we do, we work together. Intv: And subject meetings? HOD1: Ja sometimes we do have subject meetings, but we do that per

phase. What we used to do we discuss the agenda so whatever they address in FET, that‟s what we address in the inter you see. So if there are challenges that I am facing, then there is somebody to help.

Intv: Where do you see yourself in a few years time? HOD1: You know in a few years time, maybe I will be working with the

Department. Ja at the Head Office, because Ai I am sick and tired now of this learners. (Laugh)

Intv: What is the problem with the learners? HOD1: With the learners ne, the challenges that we have here at school is

that there are those who are willing to do schoolwork, and there are those that just relax. You give them work and they don‟t do it, and at the end of the day you become frustrated, because you don‟t know how to help the learner. Because in order for you to be able to assist the child, is when the child tries to do something. These learners most of them are coming from the shelters. And also the shelter managers they don‟t care what these learners are doing. They come to work, they do their work, they don‟t care, because at the end of the day they are working for the salaries. So at the end of the day the learners are frustrated and you end up being frustrated as a teacher. So that is why I say I don‟t see myself teaching for another 10 years.

Intv: How do you think the community sees teachers these days? HOD1: Hai you know these days, the community doesn‟t respect teachers,

especially because we are less paid. Ja they just tell you, O I can not say anything to the teacher who does not earn anything. So that respect for teachers is gone. You know in the olden days teachers were respected, so that respect, really its gone. So the Department is trying to attract , they say they are going to improve the scales, but I don‟t see those scales being enough, because we are really doing hard work.

Intv: In what way do you think the school or the community or the Department gives you recognition for the hard work that you do?

HOD1: (laugh). With the Department ne, you know I was called all along it was d….. we were classified as ….But last year we managed to move from 19% to 74%. So this at least it is now that we feel that in the Districts now they know that there is School A. Otherwise all along if we go to the District and they ask us: “Which school are you coming form?” You say School A. They say O that school is so.

298

It really demotivates us. But this year I can at least say that even the colleagues now they are pulling very hard.

Intv: What do you think what brought around the change? HOD1: The commitment of the staff. Intv: How did you change that? HOD1: You know we always encourage them, but even if the District did

not appreciate what we were doing, because we were the people who are on the ground. You must show them that you are capable.

So now our staff is positive if you ask them to do something, they will do that with open hart.

Intv: What do you think why specifically last year, was there something that you did last year in another way than you did the previous years?

HOD1: I think the group that we are having in Grade 12, was a hardworking group. Because it also depends with the learners. The teachers can be committed, but if the learners are not, you won‟t get good results, so the group that we were having, really they were committed. Even this year I think we are going to have a higher percentage. Because the reason, a lot of commitment.

Intv: Now that you‟ve improved, has the Department given your recognition for that?

HOD1: Yes. Two weeks back our Principal was invited to a ceremony where the schools were awarded trophies, so our school was one of those schools.

Intv: But you as teachers yourselves didn‟t get any recognition? HOD1: We did get. Even we did the recognition from the SGB, because

after having those good results, they‟ve taken the staff out for lunch, ja to motivate.

Intv: In the school itself, do you have systems to motivate teachers? HOD1: Eish at the moment we don‟t have. Intv: What do you think is the most important way to help Science

Teachers to cope with the New Curriculum? Because with Science there was a lot of new information.

HOD1: Ja new terminology and that. I think we need more workshops. More detailed workshops that will help the educators and in those workshops they must make sure that they get the expertise that come and address that.

Intv: Do you think in the Sciences there are special problems that other teachers don‟t have, that needs to be addressed?

HOD1: Ja, I think there are. Because the language that we use, the learners are not really used to it.

Intv: And the teachers themselves? What do you think must they address in the workshops for the Science teachers especially?

HOD1: I think they can do practical work for science and new areas. Intv: If a learner comes to you and says he wants to become a teacher,

what will you tell them?

299

HOD1: I will motivate the learner to do teaching, because like in our school, most of our learners they are coming from poor families and I‟ll encourage the learner to do teaching because if they apply for teaching, they are going to get a free bursary. When the parents cannot afford to maybe pay for them. And I will also encourage the child you must have that passion to do it. You must not just do it because there is bursary, you must also have a passion for that area.

Intv: Is there anything else you feel you want to say that we can use to improve the lives of teachers?

HOD1: Ja, I think teachers must also be taken to you know I think Pretoria or Midrand. There‟s a place where they do those solar. That like you know they must be taken to places like Planetarium and that area in Midrand, I forgot that name, so that whenever you come to class and teach that geography part, you must be knowing exactly what is going on you know.

Intv: There is something else I want to ask you. Do you have a TV and a video machine, a DVD paler in the school?

HOD1: Ja we have in the computer room and also here in the library we have a TV and a video player. If you want your class maybe to come and you have something, maybe you can bring the learners and show them here.

Intv: Do you have DVD‟s and videos available that you can show them? HOD1: I am not sure for Science if we have, because I‟ve seen videos for

Maths. Intv.: I know in Pretoria there was a library where teachers could order

that. Do you know if it is still available? HOD1: No, I am not aware of that. If it is still working, maybe we can order

some for Science. Because I believe in whatever the child sees or does practically, he or she won‟t forget that. So it will help us a lot.

Intv: Is there anything else you want to ask met? HOD1: No. Intv: Thank you, you were wonderful.

K4: Interview with Physical Science teacher for grades 10, 11 and 12 (Mpho)

On 5/3/05 at 13h00 Remark from Science teacher before starting: I do not have many matric as 13 learners changed to History and Maths Litteracy in the beginning of the year. The maths teacher recommended that. I think it is better. Intv: Tell me about yourself. Teach: I am a science teacher here and I started teaching here form 1 July

2008. I moved here form Soweto where I was teaching at a all girls

300

school for 17 years. I did Science teaching all those years. I was also marking science papers and was at the marking centre for 17 years. I did my training at Soweto College and got my Secondary Teaching Diploma. I did a further Diploma in Education at UJ.I did it in Maths, Physics and Chemistry and also Didactics.

Intv: Tell me about why you decided to become a teacher. Teach: Teaching wasn‟t my first choice; I don‟t know how I turned up being

a teacher. I needed a job and teaching gave a bursary. In due course, my interest in teaching did develop. These days with a lot of paperwork it is discouraging and dampens our spirit; it‟s a lot of paperwork, hopefully thins will change for the better.

Intv: Tell met about your thoughts and feeling when you were introduced

too the NCS. Teach: NCS was implemented with good intentions, but unfortunately it

ended up getting teachers to do a lot of paperwork, a lot of paperwork yes. The paperwork also means a lot of filing. In the old system we did paperwork, but not as much as now. That‟s why a lot of teachers leave teaching. An advantage is that the remuneration has increased and teachers are assessed better and remunerated better.

Intv: Tell me about how you learned to handle the introduction of the NCS.

Teach: In NCS teaching it is learner centered or it is supposed to be like that. So far it has not succeeded. No body has checked if it has happened. We were just given short courses and when you leave the sort course you already forget when you get to the class. There is a lot of pressure to produce results, we must focus on that. In NCS the focus is also a lot on Maths and Sciences. There is a lot of pressure on this. In the old system they did not press us for this. That‟s why this country is full of people form other countries teaching Maths and Science. We must get enough engineers and most students study humanities.

Intv: What negative changes, if any, have occurred since the implementation of the NCS?

Teach: Discipline wise, not so much, the attitude is to punish the teachers. Learners know their rights and they watch you. Even with homework, you en up not to know what to do with these learners that do not do homework. The standards of education in my opinion have gone down. Mainly due to portfolio work. The marks given are to high and the learners won‟t make it at university. There is a lot of pressure on the teacher to produce and a lot op papers that is not related to teaching. A lot of files, focus files etc. You can be a good teacher, but if they find papers missing, you are worst off than teachers who do not do teaching but has correct and complete files.

301

If you go to hospitals you find teachers depressed because if you do the job by the book and like they want is, you will collapse one of these days.

Intv: Tell me how you go about the new content knowledge that was introduced.

Teach: The new content is a challenge to teachers. Old teachers are familiar with the old syllabus. Part of the grade 11 and 12 topics were taken for University programmes. Teachers are not so confident in that work Workshops were not conducted on this and teachers are on their own. We must master it on our own. In Science we have not attended a single workshop on new content knowledge.

Intv: Tell met about the challenges you face with the practical work in the NCS.

Teach: The NCS requires that we do a lot of practicals. The challenge is that we are mostly short of stock, of chemicals and apparatus. You know the blame; I am not so sure it lies with the government. The government allocates money to schools, but they end up not buying equipment. If they buy stuff, they buy cheap stuff like cells. You end up not doing all the practicals as you don‟t have the equipment. You end up doing a lot of theory and the Science tends to become very abstract to our learners.

Intv: Tell me about the teaching aids you use. Tedach: I will not lie. We have some of the things at least. So we can juggle

around with the stuff. We have charts, a few. The periodic table you see, I brought along myself. They did not have a periodic table at the school. The few chemicals we have are old and they need to be discarded. Overhead projectors, VCR‟s and such I have not seen one in the school.

Intv: Portfolios. Tell me more about the portfolios. Teach: Learners do portfolio work. We go the workshops to train us. The

portfolios are classified under the continuous assessment mark. The challenge is that learners absent themselves. The teacher

must follow u. At the end of the year if they give through the names for moderation, as teacher you must make sure that you have all the marks. At least once a term we attend cluster meetings where we moderate each others files. We are given options for portfolio tasks, but you can come up with your own or you can choose, but it must meet the same standard.

Intv: Tell me about the support systems from within the school and outside institutions that you encounter.

Teach: We are updated about NCS and every year we are given new portfolio guidelines. District officials come to the schools to give support. Even at school we as teachers discuss and support each other. We have workshops once in a while. The support is there,

302

but not enough. Once in a while the government supplies equipment. The onus lies on the school to buy the rest of the equipment. In the cluster meetings we also get support.

Intv: what do you think are the special problems that Science teachers experience that other teachers don‟t?

Teach: The learners are not streamed enough. Not all learners have the cognitive skills for Science. Another challenge is to do practicals. You know doing science is challenging, its time consuming. Proper preparation and planning has to be done. You must know you LO‟s and ST‟s very well to achieve them. As a Science teacher you are doing a lot of work, more than other teachers. We should be remunerated more.

Intv: Tell me where you see yourself in a few years time. Teach: I suppose I will still be teaching. I hope it will be easier then, with

better salaries and the learners will be more disciplined because as teachers our hands are tried.

K5: Interview with Oscar. Life Sciences On 2/3/09

Intv: Tell me about yourself, where did you do your studies and how did

you decide to become a teacher? Teach Y: Ja, I studied at University of Venda, but I am from LImpopo. I am

looking for a job. By then when I graduate it was that time where a teaching profession was very scarce, you see, so I had to go to Johburg.

Intv: And now there‟s teaching jobs everywhere hey? Teach Y: Ja its happening, but you can not say that maybe you want to go

back again. But I can go back if it is a promotional post, because I can not decide to go back while I am still on PL 1. Ja you see it is not good.

Intv: So how long have you been teaching? Teach Y Ja this is my ninth year. Intv: So when you studied, what where your majors? Teach Y: I studied Geography even Life Science and then Biology. Intv: You teach Geography and Life Sciences now? Teach Y: Ja, so for instance this year I am doing Geography Gr 10 and Life

Science Grade 12. Intv: O! Geography grade 10 and Life Science Grade 12? Teach Y: Yes Intv: Is there another teacher that takes the Grade 10 and 11‟s for Life

Science? Teach Y: Yes, Mr….. Intv: Okay, and did you have matrics last year? I believe your school did

so well?

303

Teach Y: Ja. Hay we have been fortunate. Ja because last year I was taking Life Science grade 11 but originally I was taking 10, 11, 12. Until this other teacher came. Like in 2006 I was taking 10,11,12.. And even in last year until we had someone who can take over I was taking 10, 11, 12.

Intv: So it is a lot of preparation for you? Teach Y: Yes a lot, a lot. Intv: So what do you think are the most problems you feel that you

experience and your needs? What do you feel…. Tech Y: Mmm The challenges that we are having include, the learners they

have more rights, you see, so they are not submitting the work in time. For instance last week it was a due date for geography, you see about , maybe 10 to 15 learners, have not yet submitted, of which I know some went for sports you see, but I am going to remind them to submit, which I know why they could not submit it, but others they do it intentionally because they did not hand in that project. Because it was a one week project you see and if it is one week you cannot not expect learners to fail to submit. You see these are some of the challenges that I come across.

Intv: Mmm Teach Y: But another challenge………Ja this school its different from other

schools, you see, aa, we admit throughout the year. I don‟t know whether you did notice when you passed the reception there were learners standing at the office. Those are new learners who want to be admitted, you see, and we have to take them. So you have to organize for them to catch up. Where are you going to get that time? Because now very soon they are going to start writing March examination, in two weeks time, today is the second, and it may be around 11th, 12th we start writing, it is a problem.

Too much noise cannot hear Intv: Even grade 12‟s? Teach Y: No not grade 12‟s. You see, but sometimes, like last year we had

the problem where we admitted learners, that learners did not have the ability, but the Department of Education and if a learner for instance, he or she is coming from the shelter, that learner has got the right to be admitted to this school. Ja, so if they go to the shelter, and then they show their certificate they are in grade 12, they take her to New Nation , then she comes like last year, hey those learners they were in fact they were trying , but you can see they do not have the information. So they fail Life Sciences, they were about four

Intv: Mmm Teach T: Another problem is the Language. You know that they admit

learners from other countries, lets suppose a learner arrives, she or he is from the DRC or Rwanda or Angola, you see, so when they

304

go to the Department of Education, they would allocated her or him to New Nation you see….

Intv: And they can‟t even speak English? Teach Y: You know what, no, you see those countries, you find that they are

speaking French. And you might see that the child is willing to learn or maybe oubona, but only to find that language barrier is the problem. To contemplate.themself. But anyway the school is trying to allocate a member. I remember in 2006 there was a French teacher who was helping us . And then the grade 12 of 2006 I remember them writing a French paper. You see. And then another thing, with you find some of the learners have got a problem with drugs, and the school tries to assist them. You see, the school is trying So the school is calling a social worker to come and assist them, so ja the school is trying, but sometimes you find that particular learner is destructive in the class in a situation, you see. So these are challenges that I can say there is.

Intv: And now the new curriculum they brought in, the OBE. The new curriculum? Are there challenges that you feel is a problem to you?

Teach Y: Mmm, what I can say is that sometimes there are certain areas that are good, concerning the new curriculum, but there are certain areas that is not usefull to the learner And then if you follow them continuously it can lead to the downfall of the result for instance groupwork, you see groupwork is good, but all in all it can not measure the performance of the learner, in such a way that you can understand that this learner really got the topic well, you see, because you may find that there are 5 or 6 in a group and then only those gifted will see they are the one that will speak to you. And as there are, did you see about seven groups, they want to compete and out of them there should come the best group you see. So obvious if you have got 5 in the group, the two are not active, they are not contributing, the three are the one that are contributing, at the end of the day when they go and present, they choose the one who they know that this can, you see. And then you see group A have performed best, but what about the two who have not been participating, you see, and sometimes you are there to assist them: Ok what is your problem?, you may find that they have this problem and this problem, you see, maybe others do not understand what they must see, so that they can present it in a good way.

Intv: And the content knowledge in the new curriculum, was there sections that you felt that when we did our training, or you did your training, you did not do those sections in your training?

Teach Y: Ja there is this section of DNA surfaces and in fact that one is not the problem, ja genetics, you see that one a it needs to be work shopped. Teachers need to be work shopped.

Intv: Now the workshops that the GDE gives you, did they not address the genetics there?

305

Techa Y: A they have no done actually, because I remember last year it when it comes to IQNS, the areas that need to be developed , I indicated this topic genetics and even today they have not yet… you see, rendered a new workshop concerning genetics, you see.

Intv: Now the workshops that you go to, what do address there? Teach Y: A, for instance last year we went for evolution, at UJ, you were not

there? Intv: No I was not there. Teach Y: Ja it was a fantastic workshop, it is where I came across or I started

to know Mr de Beer, you see, Intv: That was UJ that offered it, it was not the department of Education? Teach Y: Ja in fact, in conjunction with GDE, yes so a, it was very good, now

I can able to present a meaningful lesson, and answer those questions, although there are some challenges in the equation you see because learners can ask you questions? You know? Especially evolution, you can not come with the rightful answers. Hey so … But anyhow I was able to soldier it, because I take them to UJ and then as we interact or integrate with Mr de Beer, they were able to get answers to questions.

Intv: So how often do you go to workshops of the GDE or UJ? Teach Y: Almost every time. This year they have not yet offered. Last year I

went for evolution, and then 2006, there were only two, that one of NCS and then the exam sitting at Johannesburg College.

Intv: And what did they tell you there, what did they inform you about? Teach Y: You mean at Johannesburg College? We were using that Bloom‟s

Taxonomy. How to do the preparations of certain questions Intv: How to set the test and stuff? Teach Y: Yes it was beneficial, because you were able to structure the

questions clear, although it was not I mean, that much difference from the old system. Ye you see as I look, but somewhere, somebody it‟s a change of terminology. When you look at this, those questions were bad, or even in the previous systems.

Intv: And practical work? Teach Y: Ja practical work, hey I remember ja, we form groups to discuss

different practical work. You see. Intv: But you didn‟t do it yourself at the workshop? Teach Y: We didn‟t, I mean we were just discussing those, in fact Ja, more in

special the data handling, you see. Mam to tell you the honest fact, a it is very rare to attend a workshop where even the facilitator will come with the apparatus and demonstrate it practically. It is very rare, and again 2006 I think it was still the old system, Biology, you still remember the subject was still Biology, ja I went to Johannesburg College, ja there was one workshop where the facilitator demonstrated the experiment, but it was not that much, I mean effective, because if it is the experiment that you know, not the challenging one, it is not, you see. But in most cases the

306

challenging one we take, even those challenging equations, like the data handling, the graphs you see, so If you have got a knowledge about that particular aspect, there is no need for me, you see, you can go there, and at the end of the day you feel that, how can they invite us to talk about this thing, because we already know it. You see, but somewhere, somehow it is good to share ideas….

Intv: So do I understand you, you feel they don‟t address the sections you actually have problems with?

Teach Y: Mmm. For mine they have not yet, genetics. Intv: And the equipment, do you have equipment to do practical work

here, do you have apparatus? Teach Y: Ja we do have, but some are missing. For instance when I arrive

here taking Biology grade 12, eee we didn‟t have bell jars, (laugh) you see, bell jars and even potometers, we didn‟t have, even today, we don‟t have. .But those for food tests, they are almost available.

Intv: Do you have test tubes and iodine and stuff? Teach Y: Ja the test tubes, glass beakers, iodine, the spirit burner, you see,

are available. Intv: Do you have enough available for the class to divide in groups or

enough for you to do a demonstration? Teach Y: Ja those ones where enough, you see, because I remember when

it comes to food test almost have many glass beakers, about 6 to 7, spirit burners you see, so you can divide the class, you see. And even iodines are available. When it comes to different chapter. We never had bell jars, you have to devise, for instance taking a 2 liter, you see you cut it and hey you have? You devise the means so that the lesson can continue.

Intv: So you improvise…. Teach Y: Yes it was a challenging, when you soldier it, actually you feel that. Intv: What time must you start your class again? We must mot miss that. Teach y: I must go to the class 10h00. Intv: How do you feel about teaching? Teaching as a job? Teach Y: I feel great man. I am passionate about the teaching profession, but

when it comes to the financial side, I am not satisfied, to be honest, I am not satisfied. Because it does not address our needs, you see. Meaning that in order to survive a long time in this teaching profession, you need to have something aside that maybe can generate quickly money. You see.

Intv: So do you do something like that? Teach Y: I am trying to establish, but not yet. So I am trying to establish, so

as you can see now I am doing my honours, so maybe in future I can get promotion.

Intv: But that is good, very good. Teach Y: So a, it‟s a good profession, I like it, it has got a lot of leisure time,

you see but my problem, is money if they can increase , if they can

307

adjust it again to be better, otherwise people can stay in this teaching profession.

Intv: So why do you like teaching? What do you feel does it mean to you as a person?

Teach Y: As a person I feel great to see maybe okay, I am developing, I am nurturing learners yes, and then when those learners in future they become successful, and then I meet them, these learners are in higher positions actually I feel great, that I am doing a good job. You see and then for instance here, you will get someone on the street, who was or she was begging you see, as the motorist are passing, so she has no money and then they take them to allocate them in the shelter, then they come here and only to find that in most cases that particular person does not have a record, where she was studying you see, we sit like as we are sitting and I will ask when did you last go to school, l, maybe she say 1998, to which standard? And then maybe I was doing standard 6 or standard 8 you see, and then you don‟t have the record of it. And then if you develop that particular learner, in such a way that tomorrow that particular learner is successful, you also feel proud, I work hard.

Intv: So you feel you make a difference in people‟s lives? Teach Y: A! You make a difference in people‟s life. So then on my side I feel

great to be a teacher actually. So I like it a lot and I like to listen to their problems and then I help them you see. So I am passionate about this.

Intv: So where do you see yourself in say 10 years time? Teach Y: Ja I just want to see myself in the next ten years being promoted or

grow as a person further and become a lecturer, you see, an HOD, or promoted to the District. You see, that are goals that I want to achieve you see, but anyway I want to further my studies, as soon as I can. You see, so meaning that if things are still going well, after this honours I would like to study masters you see, to achieve more knowledge, in fact I want to be more knowledgeable that I am now so that I will be able to venture those places that I have not yet reached. But sometimes what I can say it is a challenge, because seemingly we are not supported from the GDE, I have to pay for my honours now you see from my own salary. You see, so if the Department can try to help us in terms of bursaries.

Intv: And within the school? Do you feel if you struggle with genetics or you struggle with a difficult child in class or something, is there people you feel that can help you?

Teach Y: Yes there is a like my HOD, he is always there for us, and even the principal. And as I have indicated earlier we have got some physiologists that assist us with these learners and social workers and they bring learners from UJ, you see, ja we are partner school with UJ, so they are able to come and assist us. They are making difference, they really help us. Cause last time there was a learner

308

who wanted to commit suicide, she was having problems at home and then she decided so. But through the work they were able to convince her there is a cure. All of us are having problems you see. Noise. They are working as a team.

Intv. That‟s with the learners, say for instance you have problems yourself? Where can you go for help?

Teach Y: Mmm, yes mam I usually prefer go to my colleagues, if I say I have a problem, I can go to my nearest colleague and then , so it depend, you know we have different personalities, and then so mam ok, we have different personalities, but obviously it will be good to align myself with a person whom I see that maybe our goals are similar, you see, and even our lifestyles and I am able to tell him or her my problems and then at the end of the day that particular person he or she is not going to get out of it so those are the people I align with, eabona. If I have problems they are able to help me.

Intv: So you work together as colleagues nicely at the school and support each other?

Teach Y: Ja we are able to support each other. For instance now I am in two departments Earth Sciences and Life Sciences, so what I can say is that the two departments are really close they are working you see. When you look there are some things that need to be integrated, you see, when it comes to the contact situation. So we are able to integrate.

Intv: Why did you decide to become a teacher? Teach Y: A difficult question. As I indicated mam, where I grow up, most of

the people were disadvantaged actually, and you know those days you were in matric that time.. Actually, you see being punished, and then sometimes you find that people leave school because of the punishment, you see, but on my side I did see that I‟ve ……because as a young person I was able to, what shall I say, participate in different sports and after school with my peer group I was able to organize and to form a club and people were listening to me when I talked, you see. Like… and then inmost cases they have to select me as there captain, you see. So I just noticed that I have got those leadership qualities, you see to lead many people, and as times goes on I realize even on the side of education, you see, I am going to achieve something. So being recognized by people as a leader, that is how I decided to become a teacher. (too soft). So I can help, because I am passionate. And even to integrate with different people. See. So that is how I decided to become a teacher.

Intv: O that‟s good. What positive changes have occurred in your life and as a person, since the introduction of the new curriculum?

Teach Y: A positive thing what I can say is it was a challenge to teach learners on higher grade and standard grade, but nowadays,

309

learners are treated equally in the same, meaning that there is no longer a lot of work done before you see. Imagine having maybe 60 learners in a class and then you have to divide them according to the grades and even when you make portfolio you have to have different stuff, but nowadays you do not. It is one group and you focus on one and the same thing, you see. So what I can say is it motivate because it is no longer strenuous to us.

Intv: And then, what negative changes have you experienced in your life with the implementation of the new curriculum?

Teach Y: The negative changes that I can say in some other instances is positive, but somewhere, somehow it is negative as I‟ve indicated the NCS has may group work.. You may find that learners, you may find that learners are not participating equally. Whether I like it or not, it will be difficult for us to achieve that particular ………

Intv> So it‟s the group work, that‟s the big problem? Teach Y: Ja I can say group work because in most cases a learners is going

to face an exam he or she has to write, so it will be difficult for that particular learner to produce the result. Only those who are gifted are always taught and then those who are not, as you can see, I can see that the standard actually it will be dropping. You see, as you hear the politicians that the matrics of today not to many get a job, which is because the competition is actually … We are no longer allowed to rate learners according to positions, you see, but previously when you look, when you see this child is number 1, if I am number 5, I will read more so that I ….. you see, so nowadays we are no longer not concentrating on that , so there is no longer competition, Because on the report they do no longer write you are number 1. So even though I am number 20, we are equal. You see. So I mean that particular time when we used to measuring the learner performance according to. It was good, you see, it was a motivation in another way. Cause learners used to compete and each and every learner would know I would be maybe top ten. It was an achievement. Today we do no longer have top ten. You see. All learners are equal and of which in real life situation, it can‟t be like that. If it was like that, I don‟t think people would go for interviews to get a job. Because you are looking for the best candidate for that particular job. You see, of which it will start in the school.

Intv: And you as a person, what frustrations do you feel, with the teaching now?

Teach Y: My frustrations and what I can say it‟s when you don‟t have stuff in terms of material, teaching material, you see. For instance, I now for grade 10 geography there are not enough books, textbooks you see. So how are you going to cover the syllabus? Cause you need to chalk on.

Intv: And with the Sciences?

310

Teach Y: The Life Sciences, yes there are enough, but the year I was arriving here, I was only having one copy for me and the learners had to rely on me. So you know in that sense, Biology in particular, I cannot draw the skeleton on the board.

(Interruption) Intv: So you said it is a problem the frustration of not having enough

material, what other material is there except text books?. Teach Y: Like the models, we don‟t have models you see. I don‟t have a

skeleton model, I don‟t have you see different models, of which now very soon I are going to discuss evolution, forces man. so how can you relate if want maybe want to compare different skulls, between a human, a … and a lion? Don‟t you think it may be sin full if we have those models? Although they are not for real, but we will be able to put them here and learners can observe the difference you see.

Intv: If you give learners assignments, projects to do? Where must they get the information from?

Teach Y: Textbooks, Internet. Right now they are renovating our computer lab, so it will be difficult, because they removed all the old computers. So it depends, I mean the type of project.

Intv: So you have internet at school? Tach Y; We used to have. Because Gauteng online sometimes last year

they had problems, the internet was off, so it was difficult for the learners to do their work. But even the library it‟s the library we have its,…. But usually they are using the surroundings. For instance if your talking about the Biology in their lives. They can go to the local health communities and do that type of research.

Intv: So there are places where they can go to? Teach Y: Yes there are references, but the challenge is our learners at this

school, they want to do their schoolwork at the classroom. You see. They are lazy, because you give them two weeks, it‟s a research and then they cannot work. So you can see it is a problem.

Intv: So how do you feel what measures can the people take to help you with this?

Teach Y: Ja what I can say is, I do believe that integration is the best, integration because for instance if I do not have resources here, but UJ near me, I can maybe go to their labs.. But sometimes these things are needed. With integration or without integration there are models that has to be here at school, so each and every time when you talk about something, you‟ve got a reference. So what I can say, if we can have maybe a budget for the departments, for instance human sciences have got their budget, dept of sciences have their budget, languages etc, So it is were we are able to go and take the money and buy those stuff.

Intv: So do you only have this one textbook? You don‟t have more than one textbook that they supply you with?

311

Teach Y: As a teacher I have got more than one, but learners have one. Sometimes we have got these, what do they call it? Exhibitions, if I

go there, they give you, you see, the publishers. Like previous I recommended one to the school, you see and then those publishers give me one as a copy you see. So the ones that I actually have is not from the department. But from the department what we receive it is circulars, and they give some pamphlet maybe better to certain topic. I don‟t mind my facilitator send it to you.

Intv: And the facilitator? How often do they visit you? Teach Y: Ja they‟ve got a program to visit schools. You see, so sometimes

they come, sometimes we meet them at cluster meetings, but if I‟ve got a problem, a serious one, I phone him. Ja, I phone him and communicate with him. It is either they come or we agree on the phone that ok do like this and this.

Intv: So they really help you? Teach Y: Ja they really help. My facilitator is very helpful. I don‟t know about

the other. Intv. And then the cluster? Teach Y: Ja, it is functioning well. Since on the side of the cluster, its ok. At

times we moderate, more especially for Life Sciences we integrate, for instance we find that I got work from Roosevelt. The facilitator had I file and if I feel I want to do this experiment, the steps how to do it are in the file how to do it and demonstrate. So in the cluster, it is working.

Intv: So do you also have a file like that or only the facilitator? Teach Y: My stuff I‟ve got a file. Sometimes we exchange the tests, like they

raised this that people are using exemplar papers to set exams ne. And then I told him that ok we are using exemplars because you said that the district is going to set exams and then they changed at a later stage. Teachers said and you have to submit so that they can go and moderate, what are the options? To take the exemplar. You see, but anyway that one … ….. that we can exchange. for instance our school can write the paper form CJV and CJV can write the paper our paper.

Intv: What do you think are special problems that Life Science teachers experience that other teachers don‟t have?

Teach Y: Yes mam I can say their problem is sometimes, the selection process ne, I cannot say it is good, it is not good because seemingly it accommodates not the life science, it accommodates the natural science and human sciences like History you see. Which the physics people and the mathematics people they want to what? To have the best, I‟m doubtful about that. Although those learners are willing to do physics but you see so where are those learners end? Mathematical literacy, Life Sciences, Geography. You see and History. It means that are the challenges we are facing, so we are left with those learners. But there are learners

312

who want to do that particular subjects, they are willing you see, so instead of helping them, we end up having a big class of which it is a challenge You know if you have a big class its is really difficult.

Intv: Thank you for your time. I really appreciate.

K6: Interview with Zaiwan (Teaches Life Science for grade 10 and 11) Date 4/3/09

Intv: Tell me about yourself. Teach Z: Well, I came here last year, right, that was 2008. I started as a

temporary educator and then I got my appointment on the first of October as a permanent teacher. I‟ve been teaching grade 10 Life Science and also been teaching Maths Litt in Grade 10 and 11 for the whole of last year. And then also well my results for Life Science Grade 10 I would say they were good, I won‟t say they were bad, because that is according to the assessments that we make, yes. And so my learners were quite, the ones I‟ve been teaching in Grade 11 from the way I see them at the moment, they are really catching up, even the worst class that was, which is 11C this year and which was 10C last year. Although these learners were considered to be the disadvantaged learners, in most subjects, I was quite surprised as to see that some of the learners were participating in that they are very intelligent. Most of them are, they do listen once and understand.

Intv: I saw that today in your class, it was amazing they put up their hands and they answer.

Teach Z: Sometimes I was surprised, why do they call this school learners with emotional needs, and problems, so, but the level of intelligence as compared to the other schools that I‟ve come across, which were like in the private schools, is quite excellent. They may be having some problems, some social, I think they are mainly affected by their social backgrounds, which effects them so much, but not that they are affected intellectual, they are not disadvantaged intellectually, they are only disadvantage socially. Because even if you teach them they listen, they understand although they‟ve got problems maybe with, I think some of them are hyperactive. Mmm. And as a result maybe that might effect their performance.

Intv: Where did you do your training, initially? Teach Z: You know in actual fact I trained in Zimbabwe. At the University of

Zimbabwe. Intv: And then what were your majors? Teach Z: It was Physical Science and Life Sciences Intv: And which one do you prefer?

313

Teach Z: I prefer Life Sciences, because is the one I am teaching now. Physical Science is OK, but there are a lot of challenges, yes because of the changes in technology, science development it means one has to keep up rest of the time.

Intv: When did you start teaching in South Africa? Teach Z: I started teaching in South Africa in the year 2000. Yes 2000. Intv: Explain to me with the teaching methods that we use now, with the

new curriculum and as we did before that, like you did in Zimbabwe also, how did you experience the implementation of this new curriculum?

Teach Z: Now the first thing the problem is that I came from Zimbabwe, so I had to adapt to the South African method of teaching. But well before the OBE was introduced, there was a similarity in the methods of teaching, but when the OBE came that‟s when I found it a little it became so difficult for me to adapt from the old system to the new system. Because with the modules and also, I mean with the, what shall I call it, the pacesetters, everything had changed. And it meant to me that I had to read again, start again and go through the new terminology.

And the method of course the difficulty was that there was no training for OBE or there no workshops and that made it to be a little bit more complicated and difficult for us to implement the OBE. Because most cases you would find that you still resorted to the old system, because we always believed in that. There must be a learner and educator interaction when you are teaching. Because with this OBE it focuses mainly on to the learner. Mainly to the learner and that is. For instance if I give you like an example like in Life Science where you just give learners the equipment and you say right, you give them the worksheets or workbooks, read from the workbook and perform this experiment without explaining you to them, it doesn‟t make sense to the learner, because there are terms you need to explain there. Even the methods of doing, you need to explain to them, because that‟s a new concept. You see. So I think that one it has caused a lot of problems, caused a lot of conflict with our facilitators because that is what they expect from us. They don‟t expect us to do the actual teaching they want the learners, to see the learners performing before things are actually being explained to them. Sometimes it makes life difficult. You see. Like for instance, if you want to carry out an experiment the first thing that you have to explain to them about what photosynthesis is, so that they understand the concepts in depth. Then they can perform the experiment, after they have been taught. But with this thing of OBE they want us to give the learner before we teach them, then let them discover. I think that those are some of the challenges that we are meeting with the OBE. And also with things like the NCS not different, the NCS is not very different of the OBE

314

system. Mmm. I don‟t know what else I can say. In actual fact the other thing that I have noticed is that there are a lot of new terms that have to be learned at grade 10 level. So those new terms they need to be explained and clarified to the learners and without knowledge, in a subject like Life Science you need to explain a lot of terminology there, and as a result the learners must also get acquainted to what, to the new words and to the language in Biology, otherwise it makes there life difficult if they don‟t understand the new words. And what also I have noticed is that the resources, we‟ve got a shortage of resources in School. The resources are actually not there. They are not there, so how do you expect learners to learn when there are no resources.

Intv: Like what resources? Teach Z: Like for instance textbooks themselves. I know sometimes they are

not appropriate. Intv: I saw two textbooks, some students had Study and Master and

some had this one. Teach: I used this one because it was simple, but this one had been

ordered by the school, although this one seems to be out of stock, it is no longer there. So that is another problem that I have. This one is available in the books shops, but this one now is difficult to find.

Intv: So the learners, do some have this one and some that one? Teach Z: Yes. They did order, but still they print this one. So all of them have

this one and if you just look at the material which is inside there, it is not a simplified text book as such. Because the biggest problem is that there is a lot of volume of what learners have to do and some of them have reading difficulty. You see, and the problem is also if you give learners, say all right read on this chapter, you know at the end of the day, they‟d done nothing, because if you don‟t teach them on biomes, just say read this, just do this question, in groups, you won‟t even understand what they are doing, because the volume itself is too much for the learners and to at the same time, the English, they‟ve got a problem with English. English is a problem to them,so you need to simplify. (long silence)

Intv: And if you give them homework? Teach Z: I give them homework yes, A, but sometimes I have to design the

questions for myself, so that they are at their level. Intv: So you rather design it yourself, than using those in the textbook. Teach Z: Yes, because sometimes to use the activities in the book, you find

that some of these activities they require experiments and we don‟t have the equipment. Like for instance we don‟t have things like microscopes and also don‟t have things like, the chemicals and so like iodine, Benedict solution.

Intv: So it‟s difficult for you to do experiments? Teach Z: Yes and we only have one lab at this school. It is used for both

Physical Science and Life Sciences.

315

Intv: So what do you do? How do you handle the problem? Teach Z: Sometimes we do improvise. We do improvise. Intv: And other resources? Like teaching aids? Teach Z: Ja we do have a shortage of teaching aids. Sometimes the school

orders these aids. Because I came last year, I‟m new there are not so many. I didn‟t have much. In fact there are only a few charts that are available. Although they are there, but they are not enough.

Intv: And videos or stuff like that? Teach Z: The videos, in fact we have got, since there is new technology we

have to, the school must change videos and this VCR and remove the VCR and put DVD‟s. We don‟t have them. Also like the projectors, we don‟t have the projectors. You see. Mmm, slides all those things.

Intv: You said you come from Zimbabwe? What were the problems you experienced to adapt to teaching in South Africa?

Teach Z: In fact I will say there is not much difference. Ja except that what I‟ve noticed about the Life Sciences in South Africa, is that it has got too much detail, and its, especially for the level of learner, if you look at the cognitive level of the grade 10‟s. At grade 10 level, I think most of the learners are being introduced to Life Sciences, but if you look at the detail that they have, it is almost like at University level. Well I‟m not saying it‟s wrong, but I think that too much detail makes it difficult for the cognitive level of the learner to understand certain, like newer terms. So I believe that maybe I‟m wrong, but there is a learning curve, they must start with the basics before they work with the details.

Intv: Tell me why did you decide to become a teacher? Teach Z: In fact I had a passion for it. A passion for learners. Intv: So how long have you been teaching? Teach Z: Almost 22 years, including the number of years in Zimbabwe, 22.

So in South Africa I‟ve got I think 8 years. 8 years in South Africa Intv: We spoke about the new content knowledge and the new

terminology in the books, what do you feel can be done to help you cope with the new knowledge?

Teach Z: You mean for the learners? Intv: No, for you. Teach Z: No, at the moment as I am doing my ACE, I think that is

contributing a lot. Intv: I know in Life Sciences you have evolution and genetics. Are they

new concepts to you as a teacher? Teach Z: No, they are not new concepts, I think there is more information I

am getting, than before. Intv: You said there weren‟t work shops from the Department of

Education? Did they give you information or workshops? Teach Z: Ja they did give us workshops, They were quite helpful, because

they were in line with the NCS.

316

Intv: Tell met more about the support systems you experience here at school.

Teach Z: The SPS. The school support system, hey it‟s OK. Because we have some afternoon lessons and that is for those learners that are lacking and also to improve our pass rate, we do have some afternoon extra lessons.

Intv: But if you as a teacher experience problems. Where will you look for support in the school?

Teach Z: I will look for the support from the HOD. And then he does assist me in certain things, sometimes he organizes the workshops like the cluster meetings; we discuss some of the problems that we have in our teaching.

Intv: Do you also attend the cluster meetings? Tell me more about the cluster meetings.

Teach Z: At cluster meetings what we normally do is that, I am specially talking of the first term, the first week at the first cluster meeting what we do is they have us look at the learning program, we involve the curriculum what, and then we decide on which topics we shall start on as a cluster.

Intv: So you all do the same topic as a cluster? Teach Z: Yes then we also do the marking of our files. The portfolios. Intv: Do you all do the same assignments? Teach Z: Yes. In fact I can show you a learning program. In fact it‟s not here. Intv: Do you all get the same information to put in the files? Teach Z: Yes in fact we are given a master file, which has got a learning

programme for the whole year, and then what we do, we go into the computer and then print these covers, and they provide us and then we give the learners and the tasks are given by the Department of Education. And then we start, that is when me meet in the clusters, then we choose which one we start with.

Intv: So the Department of Education gives you the tasks that have to be done and you just decide when you are going to do it?

Teach Z: Yes. Intv: And then the year planner? Teach Z: Yes we do have the year planner. We get everything from the

Department of Education. But at the cluster, then it is for us to change, to start with what we can do first and which we can do now.

Intv: And the tests? Teach Z: And the tests also they come at the end of the year, and the end of

the term, the cycle tests. We decide, they come from the Department of Education and then they are in line. In fact at the clusters we work there on tests, we create and then they are approved by the Department of Education.

Intv: O, so the whole cluster writes the same cycle test? Teach Z: Yes. They are more directed by the Department of Education.

317

Intv: And then class tests? Teach Z: And then the class tests are they determined by the individual. Intv: Now you are writing exams in March. Who sets those exams? Teach Z: We have go for a cluster meeting, and then from the cluster, then

we decide on questions that we are going to set and the cluster then takes the tests to the Department for moderation, and then they are sent back to us. But previously it used to be the Department which used to give us these cyclic tests, it used to give us problems because you find that they give you a test which we have not taught and then we raised our concerns, that it is affecting our learners, it is also affecting our curriculum. Because our schools are not the same, like in case of our school, we are a disadvantaged school. You can be given a test which is made for a school like school X and school X is a more advanced school then us and this is that when it comes to us it becomes difficult for us and then our learners are not performing well, because…..

Intv: Like school X you and them do you write the same cycle tests? Teach Z: Ja in fact we do write the same cycle tests. Yes. Intv: It is nice if you work together. And the end of the year exams? Teach Z: The end of the year exams come directly from the Department of

Education. For Grade 10 and 11. Intv: What do you think are special problems that Science teachers

experience that other teachers don‟t? Teach Z: In fact, I think Science is a demanding subject, and I don‟t think

there is, if you look in the content, lesser time. For me it‟s ok, but for the learners, it becomes to much work, to little time. Because they are not just doing Life Science, they are doing other subjects as well. You see, I think that is another big problem. They are learning new concepts, and for the learners to adapt, I think its difficult. Because you can teach now in the class, during the lesson, the next day you give them a test, they have forgotten everything.

Intv: Tell me, where do you see yourself in say 5 or 10 years time? Teach Z: Because I‟m studying, I don‟t know where I will be, because I‟m still

need to go and study for BEd. But I will still be based in Science, I can‟t move away from it. So I‟ll just keep in pace with the changes that have taken place within the field of Science.

Intv: Is there anything else you would like to ask me? Teach Z: Well it looks like I was wanted to ask you about this the changes,

like why are they changing most of the time, like they are introducing new topics in evolution, like they want to specialize with evolution.

Intv: I don‟t know, because I am also just a teacher. I think you must the lecturers at UJ. But I will ask Dr De Beer.

Teach Z: Because it looks like as if they put a lot of emphasis, especially with the NCS, on the topics on evolution, and especially on our level gr10 they tend to specialize to much on evolution and also on

318

genetics. Ja. I don‟t know whether they want learners to be more scientists in the future. Also discover research. I just see that most of the syllabus is becoming more and more technological, because some of the contents that is going into genetic engineering and archeology. They want to produce archeologists at an early stage.

Intv: You say it is more research orientated. If you give them assignments where they have to do research, what are the problems that you would experience?

Teach Z: Yes, the problems are there, because like for instance if you ask learners to do a research, depends on the score, in the environment in which you are. There is nothing wrong with research itself, it is quite interesting, it is quite interesting, because you are teaching learners find information for themselves and to discover the world on their own. But then the problem with our schools is with shortage of these resources. Like for instance we need some aids, we need have the projectors for us to show them some of these slides, the fields, and for instance the like topic that I have been teaching on ecosystems, if they could actually see the lions feeding on the zebras, chasing, it makes what the learning is interesting. It also would be interesting if we take learners to the Kalahari on a trip, to go and see what we really mean about an ecosystem, and take them to places. I mean sometimes I find that learners learn better by seeing and doing. So if you really expose them to such places, then it will make life in their hands. But just merely teaching class and ask them to do this research, it is difficult.

Intv: But say you give them a research assignment. Where do they get the information?

Teach Z: Normally we use textbooks and sometimes we make use of the public libraries.

Intv: Are the public libraries around? Teach Z: There is one in Johburg. Mmm. But not the school library.

Sometimes I actually take the learners to UJ. Intv: Can they use the library there? Teach Z: I mean for other things, like research like for microscopes. We used

to take them last year to UJ. Intv: Don‟t you have microscopes here? Teach Z: We only have two microscopes. Intv: Are they in working condition? Teach Z: Ja. Intv: Have you started with the new Gr 10 Syllabus this year? Teach Z: Yes. Intv: So it‟s genetics and evolution. Are there other topics that they‟ve

also introduced that also new?

319

Teach Z: Well, This one diversity it‟s called, still some genetics and evolution But most of these topics are related others there is nothing very new.

Intv: And the grade 11‟s? Are there new topics that difficult there? Teach Z: With Grade 11 I am still getting there……. The problem there is

most of the things they are supposed to see in that microscope, maybe, but otherwise the bacteria and fungi, we can‟t do some of the experiments, because we have no microscopes. It was just theoretical. So is they see at least something, they will believe. These micro-organisms.

Intv: Thank you very much, you have been very helpful.

K7: Interview with Thandi Date 4/3/09

Intv: As I have explained to you I just want to find out more about the

problems are that you as teachers experience. Tell me about yourself?

Teach X: Okay. Can I start with my family background? I am staying very far. My name is. So I have struggled to get a job around Gauteng. I‟ve been working at a Private School for about 7 years, yes and then 2007 yes January, I went to Mpumalanga , I‟ve taught in Mpumalanga then I taught technology there for the whole year. Natural Science is for the first time I am teaching Natural Science. Ja, so I‟ve taught in Mpumalanga , so then during 2007 vacancy list I applied this side and I was successful and I came to this school. This is a nice school, with different learners with different backgrounds, you know so I‟ve learned a lot from this school because mostly learners from this school are from the shelters and they admit throughout the year. So sometimes we get some challenges, we find we are gone with other learners, only to find that another leaner is admitted, maybe in September, so you‟ll have to make sure that his or her portfolio is in par with the others. Information ja, we do get information here from school. Ja like, workshops, we attend workshops whenever there are workshops from the Department and NGO‟s we get such information. I am a very hardworking person and I love kids so much. Especially these learners around here, there are those like in grade 8, most of them they are having children. They don‟t have parents, so for me to communicate with them eish its something I think it‟s a God given, you see. I give myself time to communicate with them. Last time there was one child she is in grade 9, ja, she tell me mam you know I want to leave school, and I ask her why do you want to leave school, she told me that she is staying in the shelter ant then she has two other kids, they are half brothers and sisters and then she

320

is staying with the one back there with the father ne, they are sharing a biological father, so she is staying with this other one and her child also, they are staying on the shelter. So I ask her why you want to leave school. She tells me that this other two brothers and sisters of mine are struggling a lot and I think I am the oldest I should make something for them. Maybe if I can get a part time job I‟ll be able to buy clothes for them, provide for them, but I tried to explain to her how life is nowadays. I mean she has only grade 8 so after maybe 5 years she‟ll regret that why did she leave school you see. I told her that ja, money is not that. Everyone needs money. Even those people who are working hard, those people that are permanent at their work, they also need money, and most of the time you find that our commitments are more than our money. We can‟t cover all our problems, so I tried to convince her and tell her that I mean work is not everything. You have to be educated first, you see. I tried to talk to her and she said mam I have decided I don‟t want to go back with my decision So I do research, now I am doing counseling. So during every lunch I have go to her, how are things at the shelter? And she tells me things are OK. On Saturdays they are given pocket money, there is a salon there, they do there hair. And on Sundays she told me on Sundays mam we eat nice meals, like home cooked meals. I said no this is nice man you see. But try to focus, like you are only left with three years to complete your studies, so you don‟t have to give up, you see. Ja such things and you find that we don‟t communicate with these kids ne, so sometimes you become angry as a teacher, such and such a learner don‟t complete my assignment, they don‟t pass my tests, you see and then you think as an individual it means that these learners are not serious or maybe there is something wrong with me, but after you have communicated with those learners you identify their problems, this and this and that. Most of them you find they some are sick most of the time, they need headache tablets. So what I‟ve realized here around school, most of the learners have been too much exposed to drugs you see, so sometimes if you‟re new around, they take advantage, mam I doesn‟t know anything and they do use these headache tablets as drugs. Like if you can, I don‟t know whether you use medication at times? There is these tablets pharmacol, they are yellow, mam if you can take those tablets, hey you‟ll be somehow. Sometimes when you sleep, you‟ll hallucinate, you see things that don‟t exist, you see, so I‟ve stopped that medication immediately. I take it once or twice and I was not myself. I just stopped. Even these green ones, stillpains. Stillpains can make you feel dizzy sometimes. So most of the time you find these learners tell me mam don‟t you have headache tablets? I‟ve just start look at the sequence, Monday, Tuesday, Wednesday. These learners, this is not normal. So I‟ve just stopped and is not

321

healthy to give one anymore. Because some people will find they have these allergies, they don‟t have to take pills. I‟ve just stopped. One of the challenges we have here.

Intv: Now with the Science. You said it‟s the first time you‟ve been teaching science, tell me about the challenges you experience teaching science.

Teach X: Ok mam, like now I‟m doing Life Science teaching. I‟ve been doing it from 2007. Last year I find that one Module is Biochemistry, ja. So the learning area was so interesting because what I was doing in the University, I have to apply it here at school.. So you‟ll find that some of the challenges that we meet, learners don‟t have textbooks, and then is that thing that they don‟t complete their work in time and then some of the resources. There are lack of resources, like when you teach a child how to use a microscope, there must be several microscopes here and they must have slides and they will do some experiments to show them what do we really talk about. So there are those challenges. And then I think currently it‟s so interesting because I‟ve done my teaching from 1998 and then I‟ve completed in 2000.

Intv: Where did you do your training and what were your majors? Teach X: Sebokeng College. I was doing Biology and Technology. That is

why I am doing Life Science easy. Intv: And the Physical Science part? Teach X: No, I‟ve done Physical Science in matric. But I don‟t have much

challenges, because it is the lower level, even. So if I have some challenges, I do ask help from my colleagues.

Intv: Which colleagues would you ask help from? Teach X: Like last year we had this guy, this year like what we are doing now

we are doing plants, animal adaptations, you see, that‟s the ones. We are not in the Physical Science part.

Ja he‟s not here anymore. In fact there are those educators teaching Physical Science and the one I was with for the first time when the HOD introduced you, they are positive to help me and at the University also we are doing, we are still learning, like I‟ve told you I feel like the Physical Science part, Biochemistry, DNA genes it was difficult for me.

Intv: And at the University what courses did they offer last year? Teach X: No for the whole of last year, we were sitting. Because I failed only

one module. But I am studying at UJ I am doing Life Science Teaching ACE. So I‟m doing only one module now.

Intv: So it will be better this year? Teach X: Ja I think it will be better, because it will be for the second time I‟m

doing it. Intv: And the portfolios? Teach X: Ja we have started with the portfolios, like I‟ve told you mam, these

learners they need to be pushed most of the time, you find that you

322

give them task and you give due date and you give them enough time, so you find that if learners are about 40, only maybe 25 will submit on a due date, so most of them will tell you mam I do not understand You ask them why didn‟t you ask the same day that I give you this work? So it‟s a bit challenging for us educators, because you know that assessment is needed, you have to record, you see. Ja so you have to push those learners, at least do my work. Like we have a term plan. For this term its these forms of assessment are expected and lets say maybe they are expecting 4 forms of assessment, a project presentation, an assignment or research you see, so that is some of the challenges what we are facing as educators. Learners are not willing to help us as educators. I think some of them think that they are doing us a favour by doing their work.

Intv: And other teaching aids? Do you have teaching aids like posters, videos…

Teach X: Ja I‟ve never. Like posters you have to organize ones for yourself. Intv: There is nothing available? Teach X. No. Intv: The new curriculum, how do you experience it, what is positive for

you about the new curriculum? Teach: Okay mam, as I told you earlier, I was very fortunate, because I

have never done old method teaching. I just started with OBE it was in 2000. Even at the College we did Technology and like everything and learning outcomes, what were they called in OBE terms? Specific outcomes, ja. I was introduced to that curriculum when I was at the College, so it was easier for me when I go to the field ja. So I think NCS was just a change of, what can I say, like specific outcomes we called learning outcomes. So it does not give me that problem.

Intv: And group work? Teach X: Hey group work! These learners, they like group work very much

mam. These learners, they have their challenges, you find that when they group they‟ll complain that ma‟m so and so did not participate in a group so it becomes difficult ma‟m for an educator, you find that you have group learners and then others told you that he did not participate up to the required standard and this other one will tell you no mam I was busy talking, I was busy giving them answers, you see, so as an educator, you must do something about that, you see. But learners really enjoy group work ye.

Intv: And do you have big classes? Teach X: Yes, like Natural Science there are about 41, the class that I‟m

teaching, there are about 41. Sometimes I can‟t even complete marking, like class work books, because they are happier if they are given feedback regularly, you see. So it‟s one of the challenges. There is to many. You can‟t remember their names. Sometimes

323

they find that you are new in this class, you did not taught those learners like last year.

Intv: You say that not all of them have text books, so do they share textbook?

Teach X: Yes they share with other classes, like the other teacher and I we are doing Natural Science together, so his class every learner I think has a text book. So my class I think there are few.

Intv: So what do you do? How do you handle that? Teach X: What I do If it is my period, then only to find that the next class its

maybe Maths, ja I send a child to borrow some text books. They know they share those books as a group. Yes.

Intv: And what do they do when they write test about the studying? Teach X: Like home work?(Laugh). Hi mam they have to complete it here at

school, before they leave school a, because if they are 5 and the text book is only 1, it means that they have to complete work before leaving school, yes. Mmm

Intv: And then practical work with the Natural Sciences, how do you handle that?

Teach X: Practical work we do it as groups. Because you will find that they have to bring the resources in class, like today I have given them this task for soil ne? They have to mix soil and water; it‟s a project, like an investigation. So they have to record their findings. How do it separate? How does soil separate itself and those you find that decomposers, on top of the water, ja, so they have to record that. So I think we will be doing that activity during those periods. Ja you see. I‟ve told them that you can do this as a group and then

Others they indicate I want to do it as an individual. Because you find that tomorrow, only to find that the person who was supposed to bring the stuff is not around. So we are going to lose marks you see.

Intv: Is there anything else you would like to tell me? Teach X: Yes mam I would just like to know how was your days when you

were teaching. Because now we have these challenges of results and the curriculum you see theirs been a change in matric results this year.

Intv: I was not as lucky as you. I started with the old teaching method for 25 years and now I had to change to the new methods, but I am also positive, feel there is a lot of positive stuff. Its new knowledge that we have to introduce, and it is learner centered. But I like the group work and stuff.

Teach X: What subjects did you teach? Intv: I taught mostly Physical Science and I love Chemistry. Teach X: Ai mam, what is the simplest way to understand chemistry? You

see my High School teacher I think that‟s were my problem started. So it was not easy for me. Like when we enter the syllabus, you see when you do this diagram of equilibrium equations, balancing

324

equations, he told you when you meet this guy and this guy, they give you this en than just write there name of a new chemical substance, and then you just maybe….Go to your seats. Go and do he homework. So it was difficult you know.

Intv: Must I ask UJ as partner school to do a workshop on Chemistry? Teah X: Please mam. You know Eish. Intv: What other areas? Teach X: A mam I think that is the part, because Zoology, I‟ve done Zoology

and Ecology. Intv: So with Chemistry, it‟s the balancing of equations and the writing of

formula? Teach X: Yes the writing of formula and balancing. Intv: And with the electricity? Teach X: No, with the electricity you see Life Science does not include

electricity that much. With electricity I don‟t have a problem with electricity.

Intv: Thank you very much.

K8: Interview with Thabo Date: 5/3/09

Intv: Tell me more about yourself. Teach: I am a hard worker if things are organized well, without disturbance

and organized well. Here things are not so organized. I started teaching in 1998. I completed my Teaching Diploma at a

College in Limpopo and my majors were Mathematics and Physical Sience. I did my training for the secondary phase. I started working at a ABET school in Soweto and from there I moved to a normal school in Soweto. In 1999 I moved to this school. I taught different grades. Grade 10, 11 and 12 Maths and Physical Science. Those years I had matric classes. Later I only taught senior classes Physical Science. Last year I was moved to Natural Sciences grade 8 and 9. The HOD taught Grade 12 Physical Science last year, but now he is teaching Maths.

Intv: Why did you decide to become at teacher? Teach: In 1992 when I was in matric I started to study mechanical

engineering at wits Technicon. I did not finish due to financial problems. In 1995 I decided to do teaching, as it was cheaper. Somebody told me, teaching was not even in my mind. After attending at College I became in love with what I did. It changed my life. When someone said, do you still want to do mechanical engineering, I said no I enjoy teaching.

Intv: Tell met about your thoughts and feelings about the introduction of the NCS.

325

Teach: I really like it. it gives learners the opportunity to be involved. Not like before where I had to talk and talk. It gives learners the opportunity to think independently and explore for themselves, find information for themselves. I think some schools have unfair disadvantages. It needs lots of money, internet, etc.

Intv: Tell me about how you learned to handle the introduction of the NCS.

Teach: I have learned something. I can‟t say I have introduction to all of it. Intv: What negative changes have occurred in you life and teaching. Teach: Disadvantaged schools have no library and internet. I myself have

to spend a lot of money to do research. I must go to a internet café to do research. Even our school has a lot of money and we struggle. Our computer lab, it‟s a long time now its is not working.

Intv: Tell me how you go about the new content knowledge that was introduced.

Teach: I have a lot of problems. A lot of the Geography part, I don‟t have a lot of information on that. Look as I am still studying the new curriculum, I struggle. If you are a Physical Science and Maths educator, you cannot teach Life Science. I only had matric Biology. Life Science gives me a lot of problems.

Intv: What do you think are measures that can be taken to help you with these problems?

Teach: If I can attend a lot of workshops. I did ACE at UJ, but it was only Maths and Physical Science. The Biology and Geography parts were not covered. If we can work together at the school, like team teaching. If I have a problem in Geography of Life Science, if those teachers can help me. Like the Earth and the crust, I haven‟t done that, and now I ad teaching this.

Intv: What workshops did you attend about the NCS? Teach: Only the ones at the Department, but they only covered Physical

Science for grades 10, 11 and 12, No the Natural Sciences. They covered the content in one week. I am now busy with my BSc at Wits. I am in my first year.

Intv: Tell me about the challenges you face with the practical work in the NCS.

Teach: The problem is in our school, we don‟t have enough resources. We don‟t have a lab, it is not there, chemicals is not there. It really becomes a problem. Maybe a new laboratory will help. I can‟t even do experiments. We don‟t have test tubes, glass beakers, the basics. In grade 8 I skipped another section on the, because we don‟t have a microscope. We don‟t have a projector even. The movement of the educators also influences a lot, in those classes we don‟t have posters, everybody owns the class. You cannot put up posters, they will disappear. The number of learners in a class becomes a problem. If you have 60 learners and you want to sit them in a

326

group according to the NCS, you have a problem here! There is not enough desks and chairs if all the learners attend every day.

Intv: And teaching aids. Tell me about teaching aids. Teach: We don‟t have. We tried to have a few in class, but they

disappeared from the classroom. Intv: Could you describe the most important lessons you learned with

the implementation of the NCS? Teach: That learners find their own information, they don‟t depend on the

teacher anymore. Something I really like, but they need text books and resources.

Intv: Tell me more about the problems with textbooks. Teach: There is not enough textbooks. The learners have to share

textbooks and it gives problems with the homework. Intv: How does it work if you want to make photocopies? Tell me more Teach: It is difficult. Only people on the SMT (School Management Team)

are allowed to use it. We must go through them. Let me tell you. I read something in the Newspaper that I want to use for the learners. The HOD says you should give 3 days before, it puts you back.

Intv: Tell me about the support systems from within the school that helps you with the implementation of the NCS.

Teach: There is no support from the SMT. Let me tell you why. I am not allowed to use the phone. I don‟t even know when cluster meetings are held. Is like we are loosing. The last two years I have not attended a cluster meeting because we don‟t have a telephone. The fax machine is not always working. If people fax something to me I don‟t get it. This year I was so angry. A new teacher came for maths, he is form Zimbabwe, he doesn‟t know anything form NCS. They don‟t help him, he is not getting any support from the SMT, I help him.

Intv: If you need something form the lab, how do you go about? Teach: You can just go, but there is nothing, so it is not a problem. Intv: Tell me more about your relationship with the FET phase. Teach: I don‟t know, we don‟t communicate a lot. I am the one to find

questions that I think can help them. They tell met they don‟t that this chapter now. I try to help them. They don‟t give me that room.

Intv: Where do you see yourself in a few years time? Teach: Obviously out of this school I was thinking of leaving here. I don‟t

know whether it is the system or this school. Maybe I must quit and move to the private sector. I don‟t want to be here any more. I want to quit teaching and move to Randwater.

Int: Is there anything else you word like to discuss? Teach: I don‟t know. I think I have exercised everything. Our type of

learners are for example 19 years in grade 7. We don‟t know how to solve these issues. We need social workers, psychologists that can help us with the learners.

327

Appendix L Transcripts of focus group interviews

L1: Focus group interview with Science teachers (Senior HOD and senior science teacher absent)

4 March 2009

Intv: Thank you for helping me with my research. As you know we are looking at the problems that you as science teachers experience. As part of the research we must discuss it in a group to see maybe if there are other issues we did not address so far. For the first round we will go clockwise and just say what you think the main problem is that we are experiencing.

Teach Okay ma‟m, like I have indicated earlier like now the curriculum has changed, we are doing NCS and you will find that the district need portfolios, they need to be done on time. So you find that most of the learners don‟t submit work on time, and then you have to push them and they are not exposed to things like libraries and internet. So sometimes they can‟t even complete their work, so you have to elaborate more on what you have given them, I think it is one of those challenges and resources like computers, they are not exposed to them, so they can‟t use them.

Teach: Can I say something. You still remember like you were in my class I gave them something and they were supposed to check it on the internet, and we are having a problem, because I can‟t just say you can bring it tomorrow, or maybe Friday, you see I don‟t know if whether they have access of internet, whatever, that‟s way they are coming up with the dates are so, I mean come on, eish far away, you see, so they are giving us that problem. Another thing is mam we are doing too much paperwork. We spend a lot of time writing, you now, than teaching, Like mam HOD will, you see like mam. she‟s my HOD coming after me, hey I want your prep, I want this and what am I going to do with prep, I mean the learners they know nothing, I am busy doing the prep whatever , so is too much paper work then.

Can I come up with another thing its giving us problem? You know now that we are doing Life Science ne, now, but in grade 9 I am having a lot of problem with, what do you call it, the earth, we are doing the volcanoes, you know I am having, you know they don‟t know what a volcano is to be honest, they have never seen a volcano, and we don‟t have videos you see. If maybe they can see videos and see when we are talking about the crust what you are referring to, this is causing a lot of problems when we talk about that. And even you find that even myself, I don‟t know even what is a volcano. In other topics you might find that I don‟t even know that

328

thing that I‟m talking about. I‟ve got only information about it, I‟ve only received information about it, but I‟ve never seen it.

Intv: We only know about the theory. And how do you feel about volcano‟s being Geography that they brought into the Natural Sciences.?

Teach: Ja it‟s a lot. Ja its giving me a problem, especially the geography part and the earth, the surface of the earth, what do you call it the core, whatever, I‟ve never done that, especially in Science. I was given here.

Teach: Ja we can‟t demarcate between if we are talking about Life Science. You don‟t know whether it is Biology or Geography. It becomes difficult because some of the concepts that come in Life Science, they are more Geography content than Biology. You see.

Teach: So in other words it means that we have to work together, of which is not happening here, like especially in Life Science, I am not good in Life Science, then I need to work with the meneer and you find that he is busy and I am busy and he is not able to help me. So I am having a difficulty with that topic and Geography also.

Teach: Like I‟ve indicated before, you find that you have to deal with this Physical Science part of it, so you have to go to your colleagues and ask for help from them, at the same time we are also learning as educators and we have to give something to learners. Because you have like what the previous teacher is saying, sometimes you are introduced to Geography, I have never done Geography.

Teach: Maybe its because Life Science it‟s a relatively new subject. They are also learning. You know we have not been workshopped on that. We have been trained as Biology teachers.

Intv: So is there a need for a workshop on the Geography part of Life Sciences?

HOD: Ja I think there is a need (Other teacher: not only Life Science, even Science) and we must also encourage our teachers, to do team teaching. So that if a teacher is not good in Physical Science we have many Physical Science teachers to come and help, also Geography.

Intv: Yes, as she said she is good in Life Sciences, but he is better in Chemistry, then we must be able to team teach or get the Geography people in to do that part where we are not trained.

Teach: But in most cases because of this paper work, it is not easy in order to get my colleague in to come and help. It is challenging, because during this period ne, you may find he is marking or doing something, when I go and say you help me with this, he will tell me he is busy now. So in most cases it is not possible. Okay, another thing concerning this NCS is that the books have got limited information, it deals with questioning more of which it requires the learners to come up with something of which they do not have that particular knowledge. So you as a teacher what you have to do is

329

go back to those old system textbooks in order to get more information to supply to the learners. Because they themselves cannot do it. If you tell them go and look for this information, meaning that you are wasting your time. You cannot cover what is expected form you. The HOD tomorrow will come: Where are you? Are you according to the pace setter? You see. While the textbook requires them to go and look for information in order to answer those particular questions. Mmm you see. So NCS has got limited information, actually. (Rest agrees). It has to do with questioning in most of the things of which they do forget about the type of learners that we are dealing with. They are not responsible to hold.

Teacher: You send learners to go and find information on a topic. Teach: So that they can answer those particular questions. I mean for

instance today I was dealing with the influence of South African weather system. When I look at the text book you know, things like the three high pressure cells, they are not there actually, as the main factors that influence the weather in South Africa. So where are the learners going to get that particular information? (Some other teachers agree). Meaning that you as a teacher you need to go out and look for that information, but when you look at the context of the question, it requires the learners themselves to find that part, so that they ask.

Intv: So where do the learners get the resources to do that? Teach: So we have this thing of global warming, environmental changes,

so some of the information need to be looked on the internet, like iceberg melting, I mean everyone must know what is going on around the world, why, what is the course of the floods, climate change, they are not exposed to such information. They don‟t read newspapers, they don‟t watch news, they don‟t have TV‟s, they don‟t even listen to radios. There is limited information.

Teach: But where are they supposed to get that information? Isn‟t it supposed that they must get that information here at school?

All teachers: Yes! Teach : But we don‟t have that access to help them. And even the library as

you can see this is what the library looks like. I don‟t know what you can find here?

Teach: Here is irrelevant information concerning our different subjects you see. A. When we look at NCS I think is to biased against different types of environment, if we look, if we people who are living in the urban sector, they are better off, because the equipment and the resources are better. But what about those who are in the rural areas where you can‟t even have a TV. Which means they are worst off.

Teach: And I think our school has got more challenges ne, you find that this learners, most of them are living in the shelters. After school

330

they have to take the bus they must go to the shelter. They don‟t have enough time for making those researches and investigations.

Teach: Another problem it‟s the language. Eish. English the language it‟s so difficult. It‟s so difficult for them. Especially the CTA‟s. Man NCS it came with a lot of problems. The CTA‟s that they are supposed to write at the end of the year, especially the grade 9‟s. Most of them you give them those CTA‟s, they don‟t even understand what‟s happening there. The language itself is so difficult.

Intv: It is difficult that they can‟t do it in their home language. And you said you even have foreign learners here who speak French.

Teach: Ja. That becomes a problem, the foreigners. Intv: We got quite a lot of ideas so far. We did discuss that practical work

is important. Like the soil that they did practically. Let‟s discuss if it is important to do stuff like that.

HOD: Yes (other teachers also agree) it is important, because what the learners do practically they won‟t forget.

Teach: You see with practical work, it must be at the level of the learner. But if you look at the most of the work that comes with the NCS, they tend to ignore the physiological aspect of the cognitive level of the learners, you find that the learners are given too much quantity which is just above their level and that makes it very difficult for them, the learners..

Intv: We decided that practical work is important, but now what problems do we have with applying the practical work?

Teach: Okay mam, we have limited resources ne, like if you want to show a learner a microscope, how do you use microscope, you must have those lines and do your experiment practically. It is not easier for you if you are having only 2 or 3 microscopes, because we have large numbers in our classes. It is limited resources one of the challenges.

Intv: Ja and large numbers that you mentioned is also a challenge. How do you do practical work?

Teach : Ja we even group them, but it is a lot. Our lab, Hey. Actually we don‟t have a lab. Let me just say. Let‟s talk about that, the lab. We don‟t have any. We don‟t have any lab. We don‟t have chemicals, we‟ve got nothing actually. So it becomes difficult to do practicals. Specially the NCS it wants the learners to do a lot of practical work, a lot of practicals and we can‟t do, within our school we don‟t have any chemicals, the apparatus. (Rest of teachers mmm)

Intv: And as HOD what do you see as the problems with the practical? HOD: (Long silence) The problems (long silence). Laugh. (rest laugh as

well) Intv: Don‟t worry. Teach: You know this problem it actually concerns Sir…. He is the one

responsible for the lab. So he is the one that has to tell you what is happening.

331

HOD: I am a maths teacher. Intv: So I am just thinking, if there could be a lab for the juniors, it would

also be easier, because now you have to go upstairs to the senior lab.?

Teachers: Yes. Intv: And with Life Sciences the senior classes, do you have access to

the lab? Teacher: We do but the problem that there is no equipment. The lab is just a

building. (All laugh) Teach : A lab without running water, I mean it is not a lab. You can‟t have a

lab without running water maybe. There are dangerous chemicals there.

Intv: But the water. Is there water, I see there are no knobs on the taps, is it that the taps just don‟t work or is there physically no water?

Teach: There is no water.(Everybody) I‟ve been here for 10 years, I‟ve never seen water coming out. (Laugh) No water.

Intv: And in the 10 years you‟ve been here, tell us about the new equipment you‟ve received.

Teach M: Nothing so far there‟s nothing. And you see we keep on filling in those forms, what is that you want, every year in the forms there‟s no change.

Intv: But where do those forms go? HOD: To the office. Intv: But where do you order your equipment from? (to HOD) HOD: We haven‟t ordered any. Intv: So there is no form that comes from the Department informing you

there is this equipment available, you must just order it? HOD: No. I haven‟t seen it. Intv: Must it be bought out of your budget? HOD: Yes I think the school must buy it. Teach: I think it is from Siyfunda. HOD: Ai, Siyfunda have wrong chemicals. Intv: Who is Siyfunda, tell me about Siyafunda? HOD: It is the service provider. Teach: Hey they brought a lot of irrelevant stuff. Intv: OK, I want to hear about that. HOD: Ai you know there were chemicals but that I don‟t know what are

those chemicals for. Because they were irrelevant for Science or Life Science. (laugh)

Intv: So what did you do with those chemicals? HOD: They are still in the lab. Mmm Teach: Mmm some of the materials were eliminated because they were

old. Ja they have expired. Intv: When they delivered it, it was already expired? HOD: Mmm.

332

Teach: It was not because we didn‟t use it because it was irrelevant you see.

HOD: You know the principal just decided to order some chemicals, without consulting, that‟s why you end up buying wrong things.

Teadh: And I think the problem is because of the Science Department doesn‟t have their own budget. Maybe if they can have their own

budget, then we will communicate with sir… and maybe tell him we want this and this. Buy the relevant things you know for Science.

Intv: Ja and it is difficult if someone orders it who doesn‟t know what you need. But this Siyafunda, do they sometimes deliver without you ordering?

HOD: They deliver what we have ordered. Intv: Must you order everything from Siyfunda? HOD: No, not everything. Teach: But the problem is, they deliver what we have ordered, but not we

have ordered, what is ordered by someone. Intv: Teaching aids? Like posters or models or other teaching aids. What

is your view on that? Let‟s discuss that. Teach: Like say you have a skeleton for Life Science. Teach: No. That is what I was telling you we don‟t have a skeleton. Teach: Those are like the basics. Like organs. Teach: Only myself I have these certain charts. The ones that makes my

job easier. But what I can say I that we need more of these teaching aids. Rather than focusing on one aspect, even the learners can tell you I am coming to class, he either is coming with charts or he is going to write the notes on the board. So we need to be exposed to more of these teaching aids, of which it is difficult for us to get hold sometimes.

Teach: Maybe the problem there is because we don‟t have classes. Maybe if we had our own classes, like when learners come to my class, they know they are coming for natural science. I was going to have those charts there. We have tried to come up to put the charts, but it disappeared the following day. We don‟t know what to do with those charts you know. We are not always in the class. Learners are not changing the class, but educators are going to them. So that gives us a problem. Chemistry, I mean chemistry you know I‟ve never seen a periodic table at school. It is there (Pointing upstairs).

Teach: But that is his personal one.(O, rest: its personal) HOD: The periodic table, the one that is in the lab. That‟s the only one.

But it is not the schools; it is the teacher‟s personal one. Teach: If you want to take then he says, and ask it, but if I have a problem

with him, it means, I won‟t ask it. Others: We won‟t get it. Intv: Okay, but this year did they deliver periodic tables you say?(to

Teacher Z) Teach Z: Ja they brought it this year. But we don‟t know we haven‟t got it.

333

Rest: We don‟t know. You see if you patronize them. Teach: I‟ve tried. Last year with the grade 9‟s. Show them. I tried to find a

periodic table. Nothing was here. (all laugh) Intv: I think you must work through the HOD. They like her. Intv: And what other teaching aids do you think you would be able to

use. Let‟s discuss that. (Silence) Like overhead projectors? Teach: Ja we need that. It would make our life very, very easy. Teach : Like slide projectors? Teach : What is slide projectors. How does that work? Teach : You put a slide, just like overhead projector. It‟s for pictures. Intv: If we think we know we have all these problems and we struggle.

What support systems do you think can be made available to help Science teachers specifically? From the school, the Department or the Universities.

Teach: What I can say mam, I don‟t know, but from this school, for instance if you want to take excursions, it becomes a problem financially, you see.

Teach: If you take all these Science learners to Sciabono, there‟s the Technology Department, Science Department. It becomes a problem financially.

Teach: I remember last year I had to take my learners to UJ. Hey it becomes a problem, whereby they didn‟t want to agree it, and at the end of the day when you succeed in whatever you are doing, but I mean the management of the school for instance, become exited about that, but only to find that, support was not there you see.

Intv: So did you have to pay for the transport to UJ? Teach: Ja the school had to pay for the transport of which not the learners,

the learners are form the shelter. They need to get all the support form the school inside, you see. But when it comes to the school, then you approach, it becomes I mean more difficult for you to. Because learners if they go there. They need to be catered, you see, of which in my case, like last year, the problem that become one of my colleagues had to buy food for the learners, of which myself who which was the initiator of that particular trip, I feel how can I put it, I feel very sorry for the learners. And sometimes I ended up thinking that maybe in future nobody is going to organize this because you see. It was discouraging. We are not getting enough support. So it might happen that you end the year without taking any excursion. While you have got the resources nearby where you can take your learners.

Intv: To get the learners there, that is the problem. Teachers: Yes. Teach: That is the problem yes. So it is very painful for me to find the

learners may be in the middle of that particular project, they approach you, they say now we are hungry. And you won‟t tell them

334

hang on after this, immediately after this outside you get food. What are you going to say? Ai

Intv: Do you have a feeding scheme at school? Teachers: Ja there is a feeding scheme. They get food here at school. Teach: And you may find that if you go out, and then normally 20 to eleven,

its time for brake here at school, maybe you get out from 9 to about 3, can you see they will miss a meal, and they have money to get themselves.

Intv: So it seems to me there is a problem with support from management to the teachers?

Teach: You see this was going to work if they could like allocate money to the department, like Science department, like the social sciences department, science department. If they allocate money to these it is going to be easier, I mean for me to approach my HOD, I mean I have to plan, like next year I have to do this. Because of this that one person controlling everything, hey it becomes a problem you see.

Teach: And is very painful if you approach, now you should go to him, and then at the end of the day you are told that there is no money, you see, and then you can‟t understand what is going on.

Intv: Another thing that we talked about is the fact that there are sections in the new curriculum that we don‟t feel familiar with. Like you are better with Physical Science, she‟s better with Life Sciences, he is better with Geography. So what support system do you think can there be from management side to help you with that.

Teach: I think we just like mam HOD said, if we can work together, what do we call it, team teaching, if that thing can become can like practically, hey then I think each and every problem shall be solved you see. Like I know ma‟m is good in Life Science, if I come to a chapter with a problem, I am going to ask ma‟m do this or even do my class. But the problem is although they know that I am lacking a lot in Natural Sciences, like they are punishing me. Like no, you have to do it, although I am going to be suffering. I am suffering, I am working alone, I am searching for information. So the learners suffer a lot from that topic.

Intv: You‟ve got a BSc? Teach: Yes I am studying it now. But it is in Physical Science, not Life

Science. And you see I was doing like Geography, that‟s agricultural things. That‟s stuff I am not familiar with.

Intv: So you were trained in Physical Science before you started with your BSc?

Teach : Yes I was just doing Physical Science. Physics and Chemistry. Ja Intv: Did you take senior grades as well? Teach : Ja but that was long time ago.(Laugh) long time ago. Intv: From the Department side. How do you think they can help with the

new knowledge you don‟t know? Even if in Life Sciences, you have

335

to evolution or genetics and you have to do momentum, moments and even the Geography. There is new content knowledge that we didn‟t train in. Let discuss how we the Department can help us to solve these problems.

Teach : That‟s workshops, organize a lot of workshops pertaining to that. If we can they can workshop us about that particular topic we are

going to succeed. I mean it doesn‟t mean if I am not doing, I am doing bad. I can try, but if they workshop me I will understand.

Teach: Like mam I want to direct to special topics. Like evolution it‟s a new thing. Everyone begins to make researches of it. So who do you think can give us support as educators and at the district levels? Who do you think can give us such support?

Intv: I am asking you, what do you think how can they help you? Teach: No sorry. We are on that level; those are who are above us.

Because I don‟t think they have attended like sessions concerning evolution.

Intv: But you have a person here who did a 3 day course in evolution. Teach: Ja I‟ve done evolution also. Intv: You mean those workshops must rather be done by the University? Teach: Ja that will be better. HOD: I think if the teachers are having a problem with evolution, maybe

they must indicate it in their PGP when we do IQMS, so if we plan. Intv: What is PGP‟s? HOD: Personal Growth Plans. So that if maybe at school level there is no

one who can deal with it, then the Department can look for the specific service provider that can train us on that.

Teach : I just want to say something on evolution. If you are looking at evolution itself, I don‟t know from which aspect. Because you can approach it form a geographical point of view, scientific point of view, so you see. Because if you look at ecology, whatever, it deals mainly with the starting of the rocks, and most of the rocks are………to the past plants and you can not separate it from geography and at the same time you can‟t separate it from Life Sciences, so it becomes difficult. That‟s why we need to be workshopped on that.

Teach: Like mam HOD, I‟m asking this because we have attended several workshops .and it was never touched that part of evolution. And is here it in …and

HOD: Maybe the problem is when you go to the workshop they don‟t address the topics we need to do. They just address the topics on things we don‟t have problems with. But maybe it is up to us educators to indicate to the facilitators that we are having a problem with this topic.

Teach: But if the facilitators also have the same problem as you, we want to go further actually. But what I have learned is that for instance since 2006, these genetics topics was still in grade 11, it was still;

336

on Biology ne, I have indicated on the personal growth plan that I want to be workshopped on that, even today actually. And now it has been changed, it is in grade 12, in the new curriculum. They have not checked on that. Seemingly that even that part the facilitator they also have problem.

Teachers: Yes it‟s true. Teach: So meaning for them, they will come with something that they

understand that. You see. Because they know that when reach a workshop there you will ask more questions, and on their part if they fail to it explain clearly, it means that people will lose respect for them you see. (Rest agrees). Yes so they concentrate on certain areas. So is not only us teachers who have problems. Even the facilitators, they do have. (Laugh) And also it you look at these topics like genetics and evolution is actually research topics at University. They are under research right now, things like cloning which are new terms and also this genetically modified organisms (GMO), but in the past we did not have such topics you see.

Teach: Like I was doing this genetic cell topics and the lady who gave us the lesson. She just gave us the parts where she understands and if you find that if you ask her further, she‟ll just give you a reference where to refer for more information, you see.

Teach: Of which if you refer, you might not understand, and since you are failing to understand, and then you approach someone who can help you.

Intv: I think it is a problem, as I understand they don‟t address the needs that you have. They address a new topic, but only the part that they understand and not the whole section.

Teach : So if you ask them about the sections that they didn‟t explain to you, they are referring you somewhere.

Intv: So where do they refer you to? Teach: No he says like you can check on internet. You can go to google.

(Laugh) Teach: And also on google you will find that there you find this one

discovered this and that and here is a lot of info where do you start and where do you end?

Intv: Mam HOD what problems do you experience with the teachers? In general.

HOD: They don‟t meet deadlines. (Laugh) That‟s a problem, you must run after them.

Teach: That‟s the paperwork we were talking about. (Laugh) Intv: And they tell me they struggle with the learners! HOD: Hey it‟s a big problem. Sometimes they say that. The other problem

is that I find that sometimes we are dealing with these learners which are very slow, and sometimes it is difficult for a teacher to move to another topic when they don‟t understand the work that

337

they are treating. So in the end of the day you end up spending most of the time addressing one thing.

Teach M: Hey that one is a problem. Teach: Like now it is the beginning of the term, you haven‟t adjusted and

you find there are admissions, so you have to give attention to that particular learner who have just arrived yesterday. He has to be on par with these other learners you see, that‟s one of the problems you see.

Intv: So they can‟t stay with their pacesetters because of the learners? (Yes). And if you have problems can you take it higher up?

HOD: Ja we do. If there are problems we refer them to the phase head and if the phase head cannot solve it, we refer it to the principal.

Intv: Is there anything else you can think about that we can discuss. Teach : I thought about the grade 10C and 10E‟s. These learners are not

operating at the same pace. But the other learners are operating at a faster pace, like grade 10E, and as a result we do not teach according to the planner, it gives a lot of problems, because the class becomes so behind that you remain stationary.

Teach: Like mam we will have this thing of support forms. You have to record whenever a learner is suffering, like maybe learners with learning difficulties. You have to fill that. I don‟t know how to direct this to you, how do they think teachers can go about that like we don‟t have enough time. There‟s this paperwork, we have to make recordings, different types of forms assessment, so how can we make time for that. I mean it‟s like you have to assist learner daily. We are doing daily continuous assessment. So how do we record the learner, do your work at the same time and record the support form and do your work. What is the simplest way of doing that?

Intv: I don‟t have the answer. It is a special problem you have at this school. Because you have learners with problems you have to fill in these forms.

Teach : It is a bigger number here, because in the one class you are teaching about 50 learners, especially gr 8‟s.

Teach: Ja especially gr8, you find that about 20 learners have learning difficulties and you have to fill in forms for each and every learner. So how do you go about it?

Intv: I really don‟t know Everybody talks at the same time! Teach :What do you think can be done in order to make it work? That

support form? Because at the ultimate they are needed. Because sometimes you call a parent and then a parent will tell you: Hey I‟m busy working, I can‟t find time to come to school?

Teach : You see it‟s a question of what else can be done. Teach: And the learner is struggling you see.

338

Teach: Parental involvement, you call the parent they don‟t appear. And also learners around here they don‟t stay with their parents. Ja.

Teach : You can‟t give them extra classes after school. You can‟t give that, because the bus is leaving. He or she will tell you that I‟m leaving. I mean my only transport is the bus. Then there‟s nothing that you can do.

Intv: It is really a problem. Teach: And there is these shelter managers who are responsible maybe

for more than 20 learners. And then if he or she can‟t come to school so that you can explain the problem to her, you see it‟s difficult for me actually.

Intv: You can‟t solve their problems. HOD: I think as a school we need remedial teachers. Full time remedial

teachers. Intv: That‟s a good idea. HOD: We need a whole team. Social workers, psychologists. Big team Teach: And towards the end of the term maybe mam will give us

information. I need that forms of assessment. Because there must be that evidence, what were your interventions as an educatorl

Everybody: Ja Intv: And it is difficult because for Natural Science you only see them 2

or three time a week. HOD: It depends. Because we are using a cycle time table. With Science

you maybe see them once in a week. Then the following week you see them twice.

Intv: So if you see them once a week for 30 or 40 minutes, you must do the work, you must assess. I really don‟t know how you do it.

Teach: You will find that there is a particular learner, this learner can‟t see anything and you have tried those interventions, like extra opportunities, you have involved the parent, but the learner doesn‟t win. And then at the ultimate end if they submit those schedules to the district, they refuse to retain those learners. They have to go to the next level. You see.

And it becomes a problem for the next teacher and it seems as if the previous teacher, you were not doing your work.

Intv: On age they promote them. Teach: Yes. And the precious teacher was not doing her or his work. Intv: We also have that problem. It is not just here. HOD: But if we can complete those forms, the support forms. And then

take the matter to the SBST, if they find that learner its not improving at all, then they will make referrals to relevant schools. Because it seems like that sometimes we fail to complete those support forms, and at the end of the year because if you don‟t have enough evidence to show that this learner is not, the district does promote them.

339

Intv: So that‟s why you have to fill in those forms. Thank you very much guys. I appreciate it very much. You helped me so much.

Teach : Can I ask you just one question? Intv: Yes. Teach : I want to ask the HOD. Do we have SBST here? HOD: Yes we do have. Teach : So what is it I am supposed to do if I identify a learner there, do I

send him there? HOD: No, if the learner is having a problem, ne, after identifying you

report this child. After giving support, the child is not moving, not doing anything, is then that you refer the child to the school base support team, and then they support the child. If they feel, they make referrals, yes. You can not identify and then refer the child to the SBST. You must first try something.

Teach: This support team are they at the district? HOD: Yes Teach: So how do they support this child? Because say 2 o‟clock they want

to run away. HOD: You know you must make arrangement. That is why they say the

minute you identify the problem you must involve the parents. So you write a letter to the parents that from this time until this I will be busy with the child. So that the parent can make arrangements.

Teach: But you know, I mean at school there are these learners who do not have parents. They will tell you. Like I was giving these learners the profile, learner profile. Go and get the information, so that I can fill it. And one of the learners he told me that I am working and I don‟t have parents. I am staying alone. You see. And sometimes those particular say after school we have to go to work. (Everybody agrees and talks)

HOD: You must make arrangements with the learner for extra classes. Teach: And he is not from this country. For instance. He is surviving form

the job. HOD: Can‟t we make arrangements maybe with the employer? HOD: Is it not possible to make arrangements with the employer? Everybody talks Teach: I understand that if they are attending school, they are giving them

certain hours to work. Others: MMM. Eish Intv: It is a big problem in our country. Child headed families. Teach : But also I have to question. We are looking at a child, we are not

looking at an adult. Because this one is an adult, he is not supposed to be at this school. Because this one is employed

HOD: You know Mr. It is a problem in our school. Because we have many adults. They are parents. And its difficult to deal with parents and adults. Like… in grade 7.(Laugh). Yes there are so many19 years in gr 7.

340

Teach: How is going to be in gr11 and 12? Intv: Thank you very much.

L2: Focus Interview with Group of Gr 12 Science learners Date: 4 March 2009.

Intv: Tell me about yourself and what your dreams are? Learner A: Firstly I am … and I have big dreams you see, but my ultimate

dream is to become a scientist, but when I finish school what I want to first do is sound engineering and do aerospace engineering. Those are my, like is what should I say, like my upcoming dreams for when I have finished school, ja.

Intv: Wow, that is very good, our country needs scientists and engineers. And you?

Learner B: My name is …..When I finish Grade 12 I want to do, what do you call it, fire what, fire extinguisher. After it when I get money then I‟ll go to school for electrical engineering.

Intv: Also engineering. That‟s very good, but you must find out there are a lot of bursaries available for engineering. You must look on the internet.

Learner C: My name is…My idealistic or my dream it‟s to study Biochemistry. Yes and my second option its Microbiology.

Intv: So it is in the Sciences? Microbiology and Biochemistry. And you? Learner D: I am …... Actually if a person have been dreaming, a dream you

want to get first if I can. Next year I think if I can pass, I can entrust myself then I will do Engineering. And then maybe if I get a degree from them, …..then I can work. I don‟t just want to work to get money, want to help people.

Intv: And you? Learner E: I am …. I would like to do electrical engineering. Like I am

considering doing graphic engineering and design. Intv: That sounds very nice. Now we are just going to discuss. Most of

you want to go study, become scientists, engineering, computers. Which subjects do you think are important?

Learners: Maths and Science. Intv: Do you think it is important to get good results in those subjects? Learner: Yes. Cause like in some cases you can maybe get results, and

then those result you can only like get into Technicons or Colleges. If you want to do a degree at the University, you see, you can not, because it prevents you, if your marks are not higher.

Learner: I went I think to Wits last year to find information that their requirements and when I first went there, their requirements where 37 points and when I went this year again , yes they still said it was 37 points and then Maths they were talking about 70%, around there. And when I also got an applications form at the internet, and

341

there they said if you can get Maths that are below a C symbol, they like they won‟t consider you.

Intv: Ja, you must find out early in the year already, because most applications close early.

Learner: Like there is one of my friends who is attending the UJ. So I ask him about the bursaries, so he said, like the bursaries will differ in your marks, so sometimes if you have higher marks, the amount is like also higher. Like you get monthly. Also I think it is good to get high marks for your subjects, so that if you apply you can get ample money.

Intv: So Science are the subjects we have decided is important. Now what are the problems you think Science teachers experience? What are the problems that your Science teacher struggles with?

Learner: It is like for me I‟ve seen personally what Science teachers, the problems that they experience, there is sometimes we are taught something and that teacher has no time, like maybe as we are in grade 12, teaches you this curriculum in certain subject. So certain subjects you don‟t know like the basics from grade 9, grade 10, grade 11. Even it tends to become a problem and they take time. So like those basics, they are like some times you ask yourself, okay I was Maths and Physics in grade 11, but now in grade 12 it seems like I am degrading. But it‟s the basics that are making this problem. That‟s why.

Intv: And other problems? Learner: The problems that I‟ve seen its time, they haven‟t. Because what

I‟ve seen it‟s the teachers, you get where like most of the things do need time and now again you get some of the things, we take time to understand, and that needs him or her to sit with us and try even extra classes, but now time and now they like running, like to be quick and not finish cause of time. Like even though we don‟t understand.

Intv: And some more problems? Learner: I think its like goods like the materials. Like a kit for the Science. It‟s

like there is no kit for Science so you find that some times you have to do experiments and then you find that there is no kit. So you find that you have to go, like it‟s a long process sometimes you have to go to Wits and then like they give you time maybe after two months you can come. Then you find that you don‟t have experiments to do. I think that is the problems sometimes.

Intv: Mmm that‟s „a very big problem. Other problems? Do you take Life Sciences also? Some of you?

Learners: Yes all of them. Intv: And Life Sciences teachers? What problems do you think they

have? Learner: It is like from there I think is the learners who don‟t like read a lot.

Cause like teachers they give lot of work, as of Life Sciences you

342

have to read and read and there are less calculations. And also some of the learners are like, they don‟t like reading and yes. And then the teachers get a problem and allocate them …and then they fail at the end. Also reading a lot of it.

Intv: And other problems with Life Sciences? What about experiments and stuff like that?

Learner: We also don‟t do it. Like in grade 10. I think in grade 10 we did one experiment.

Intv: Why do you think is that? Learner: I think is the point of the right equipment. Intv: The equipment? Learner: Yes. Because like last year we went to UJ to do experiments and

show us how a microscope works and that was like last year. Intv: And how did you feel about that? Learner: We felt like we were going beyond you see, you know like extra

information it is useful. Intv: And how did it make you feel? Learner: Ja it makes me feel better because, we see and touch it, that

microscope, that microscope, it was, it was… (fascination on their faces!)

Intv: And how did you feel about the work you‟ve done there afterwards? Learner: The work we did afterwards it showed you more about how do

people in science go about coming to make, gathering information about these things like the information you get in the text books, maybe some learners they don‟t know where do they get this information and then the learner see okay here is a nucleus, a cell wall… what you see in class. You just visit things.

Learner: Yes because sometimes as we, there are people like understanding things like when they are seeing them and there are people who can read and they also understand so people understand. So for those people who do not understand in class, when you go there and come back was able to understand.

Intv: It made it more real to you. How do you think the perfect classroom would look like? How would you like to learn?

Learner: Me what I like is being in groups of maybe four or five grouping. You share information and then if you like would to find other information you go to this group. Hey guys here is a problem, how do you solve this. You see.

Intv: And other people? Learner: What I would like in the classroom is that we will be more in an

environment whereby it happens that we have to do things that concerns we do it practically. We only have to think about it, we don‟t have that kind of materials, so we have just to forget about it and we have to come back to it later and learn something else.

Intv: Somebody else who wants to say something else about what she said?

343

Learners: Silence. Intv: Would you also like to do more experiments? Learner: Like say you are given a task to do. You can read, you can read,

but when you get that, if you read that information for maybe four or five days, you forget. When you do like experiments you see, that thing you can see it naturally, and then it stays in your head, okay this and this and this, and you can keep in mind for a long time.

Intv: You remember it longer hey? Intv: Sometimes you get research assignments to do. If they give you

research assignments, tell me more about where you get the information.

Learner: Sometimes Internet. You go to the Internet Café. Intv: You go to the Internet Café. Is there an Internet Café nearby? Learner: Yes there is one in town. Intv: In town? So there is no place here in school where you can go? Learner: Yes. Intv: Tell me more. Libraries? Learner: Also in town. Intv: And tell me about the books that are available in the libraries. Learner: Some of the books, say you get into the library, you find those that

are similar about what you want to find out, and in sometimes they don‟t know about the specific details you are looking for you get a book okay its Life Sciences, but no when you open it, it doesn‟t give the relevant information.

Learner: Like where you even use textbooks, the ones you use. The textbooks they are for people who already understand things and some of us like we still need to, we still learn about them, and now these things are for people who already understand. Cause the work they talk about them, they already explain in a way us, we, it can not understand.

Intv: So they must rather start with easy work and then build up? With the basics? You want more of the basics first, Is that what you mean?

Learner: Yes. Cause yes what I do not understand its like teachers you know, like they change teachers every year. You find that last year some teacher was teaching, then you find that you don‟t understand this teacher. Maybe you find that the basic things that you have, like they change them now. Like they no more use it the way like in your previous year. You find that sometimes its also a problem to understand the teacher. Cause the teacher explains the same thing but in different ways. Then you find it is not just people that are similar. You find that that‟s what…then you fail to understand why the other teacher taught that this is this. Now we no more say this is this and then …

Intv: So you don‟t know what is right?

344

Learner: You know ma‟m and the other thing is this curriculum has changed; they still haven‟t changed the books. But still they give us those books and when we learn the new topic you go back to your book and you find that okay, you weren‟t supposed to use the book. So you have to use something else. But they still gave us those books and then they say like Science. Mostly in the textbooks of Science the formulas and everything they are still there, but some of them have changed and you then you find you use this because one it is for a particular something, but then its wrong because it has changed know.

Intv: Like equations of motion, so you use like s instead of x? Learner: So it is confusing. Learner: Like our teacher, when we do things like height. To get heights the

textbook says when there is a formula for height you use s. But our teacher this year teaches that we must use the letter x, delta y and so on. So it‟s quite different.

Learner: We get confused, hey. Especially when you want to learn at home, you won‟t know which is which.

Intv: So if you want to study from the textbook then it‟s confusing. Do you all have textbooks?

Learner: Yes. But we still needing stuff like for the study guides.. Intv: Explain to me what you mean. Learner: Like study guides its not exactly, cause like sometimes you find that

actually the study guide it is just given to us today and they don‟t stay with you. So we have to share the science study guide, so when somebody is using it, I also want to on the same day, and tomorrow you really need the work, then she‟s the only one that can do the work. And then I am not able to do it.

Intv: So there is not enough study guides. Which study guide do you use?

Learner: Life Science, Science. Intv: O, those white ones, you don‟t all have that. Learner: And there are like books that I‟d like for teachers to recommend,

like to learners, like X-kit. I have a couple of X-kit there by my home and I see the information from there is like it gives you the exact information that you will need, but in school, some of the teacher like they will not prioritize these things.

Intv: When you study what difficulties do you experience? Learner: Cause with that like sometimes we find that we don‟t understand

the book or you understand the book, you do not understand the teacher and then you find that things you get in the text book and what you get from the teacher is explaining is totally different. Especially in Science you find you use this formula here and then the teacher is telling a different story, you must put it in this sign.. So that sometimes it‟s difficult for you to read, cause you can read that if like you do it. I tell myself I understand, but the problem is

345

that when the teacher explains, its totally different. I like don‟t understand.

Learner: Cause like even sometimes you maybe you don‟t understand the work and when you go to the teacher, he does not really has time. Cause there is a lot of work you have to do assignments, we don‟t get the time to sit with the teacher to explain, to attend. It‟s really hectic.

Intv: What do think can be done to help the teachers with their teaching so that they get the work through to you?

Learner: What do you mean? Intv: What do you think the Department or universities can do to help the

teachers to help you? Learner: I think they can start by giving them all the material they need. And

you know let them attend some programmes whereby they can understand each and every learner they are not really the same, they are some that can understand much better than the other ones.

Learner: And like for me I will say is the more teachers to be employed. Cause like when this guy he had a Science problem, so he didn‟t understand our current teacher, so he went to another teacher for Science. And that teacher told him no, you have to agree formally with the principle and you see almost like he didn‟t want to help him, you see, then you have to agree first with the principle for me to help you guys in grade 12 and you know a lot of things and then he said he couldn‟t help us at the end.

Intv: Cause he would get in trouble? Learner: Yes and I know myself if this teacher, we don‟t understand this

teacher. Then you should go to some other teachers who can make it clearer for you.

Learner: Yes like even last year in Maths our Maths teacher, you know most of us it takes time for us to understand, so last year I think like somewhere between May and June we had some guy from I think he is form UJ, teach us, they were students and we were beginning to understand. Cause there was a topic in Maths Trigonometry hey our like Maths teacher was just explaining, explaining, and then we were all confused, and then that student form UJ came and he started to explain, to explain and then I mean we were like getting the point now. Ok this is how and this how to do this. They are really helpful, the students form UJ.

Intv: is there anything else you want to tell me? Learner: Cause like most of the kids they don‟t like understand English

thoroughly. Cause it becomes a problem for to request because this textbook they don‟t like, how shall I say, they put like in terms English we don‟t…

Intv: Difficult English

346

Learner: Yes. So I think if like something like a guide or maybe a person who knows their vernacular could be employed and if they don‟t understand this, explain in their mother tongue, maybe they will understand better.

Learner: Even like if you get a term in a textbook an you go to a dictionary, that terms is explained in other terms.

Intv: So you mean it is such difficult language you don‟t understand? Learner: Yes. Learner: And I was just thinking it would help if we had like trips to go, places

for science. Intv: Tell me more about the trips. Learner: I think sometimes they help you because sometime I think it was

Scibono in Newtown. When we are going there, there was lot of stuffs. They show you how they work. You can experience.

Intv: Then you could experience it? Thank you very much you were a big help.

347

Appendix M Questionnaire schedule for interviews

QUESTIONNAIRE SCHEDULE Questionnaires to individual teachers – Semi structured

1. Explain purpose of the interview & importance of their views and

experience. I want to find out what are the problems that science teachers

experience with the new curriculum What needs you have? How can your problems be addressed either in the school or by

professional development programmes 2. Address terms of confidentiality

Note any terms of confidentiality assure you that your personal beliefs will be respected ant you will stay anonymous, pseudonyms will be used

Explain who will get access to their answers and how their answers will be analyzed

If their comments are to be used as quotes, get written permission to do so

3. Explain format of the interview Explain the type of interview and its nature

4. Indicate how long the interview usually takes 5. Tell them how to get in touch with you later if they want to 6. Ask if they have any questions before you get started with the interview 7. Ask for permission to record the interview and take notes.

Questions

1. Ease into questions exploring experiences/perceptions Initial 1 Tell me more about yourself. 2 Tell me about how you decided to become a teacher?

When did you first experience the urge to become a science teachers and who if anyone influenced your actions? Tell met about how he/she or they influenced you.

3 How would you describe the person you were then? What where your hopes and dreams?

4 How do you feel about being a teacher now? How do you feel about being a science teacher as such?

Intermediate 5 Tell meabout your thoughts and feelings when you were introduced to the

NCS…(carry on, and….. 6 Tell meabout how you learned to handle the introduction of the NCS 7 How, if at all, have your thoughts and feelings about the new curriculum

348

changed since the first introduction? 8. What positive changes have occurred in your life and teaching

experiences since the introduction of the new curriculum? 9. What negative changes, if any, have occurred in your life and teaching

experiences since the implementation of the new curriculum? What frustrations do you experience?

10. Tell met how you go about the new content knowledge that was introduced. What do you do? ……What do you feel would help you to cope with this?

11. Tel me about the challenges you face with the practical work in the NCS. And how you handle that.

12. What do you feel would be measures that can be taken to help you with this situation?

13. Could you describe a typical day for you when get up to come to school. How do you feel? And then….and then..

14. Tell me about the support systems(from within the school and from outside institutions eg, ngo, department of education, universities etc) you encountered in the implementation with the NCS and how you experienced it?

15. As you look back on these support systems, are there any events that stand out in your mind?

16. Could you describe it? How did this event affect what happened? How did you respond to this event

17. Could you describe the most important lessons you learned with the implementation of the NCS?

18. Where do you see yourself in a few years time? Describe the person you hope to be then. How do you compare the person you hope to be and the person you see yourself as now?

19. What problems might you encounter? Tell met the sources of these problems. What helps you manage your science teaching everyday?

20. Who has been the most helpful to you during this time? How has he/she been helpful? Are there other people who also helped you? Explain

Ending 20 What do you think are the most important ways to help science teachers

cope with the problems to introduce the NCS? How did you discover them?

21 What do you think are the special problems that science teachers experience that other teachers don‟t?

22 Tell me about how your views may have changed since the beginning stages of the NCS?

23 Have you grown as a person and as a teacher since? Tell me about the strengths that you discovered or developed through the whole implementation process. And the weaknesses?

24 What do you most value about yourself? What do others value in you? 25 If your own child or a student comes to you and ask your advice on

becoming a teacher, what would your response be? Explain?

349

26 Is there anything that you might not have thought about before that occurred to you during this interview?

27 Is there anything you would like to ask me?

The professional development of science teachers for the ...

Documents

Transcript of The professional development of science teachers for the ...