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Teacher knowledge, attitudes and practices in the implementation of the new Swaziland junior secondary science curriculum
Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2008.
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| Format: | Thesis |
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University of Pretoria
2013
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| _version_ | 1867613711701639168 |
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| access_status_str | Open Access |
| author2 | Onwu, Gilbert O.M. |
| author_browse | Onwu, Gilbert O.M. |
| author_facet | Onwu, Gilbert O.M. |
| collection | Thesis |
| dc_rights_str_mv | © University of Pretoria 2007 E929 / |
| description | Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2008. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/26476 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:40:29.643Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/26476 Teacher knowledge, attitudes and practices in the implementation of the new Swaziland junior secondary science curriculum Onwu, Gilbert O.M. s25186737@tuks.co.za Mthethwa, Eunice Khetsiwe Knowledge Attitudes Classroom practices Mixed methods UCTD Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2008. In this study the mixed methods research design was used to determine the knowledge, attitudes, and practices of secondary school science teachers in the implementation of the new Swaziland Junior Secondary Science Curriculum (SJSSC). The interactions between the teachers’ knowledge, attitudes, and classroom practices were also investigated. A total of 37 Form-1 Science teachers from 20 purposively selected schools in the Manzini region of Swaziland participated in the study. The 20 schools were located in urban, peri-urban and rural settings. The teachers responded to a survey questionnaire and a few selected teachers were interviewed and then observed teaching the new curriculum in their classrooms. The data for the study were analysed using both quantitative and qualitative techniques. The findings for the study showed that teachers generally have good basic knowledge of the curriculum. A majority hold positive attitudes towards it. However, the classroom practices for almost all the teachers are inconsistent with the requirements and demands of the curriculum. Generally, the teachers’ knowledge was not transferred to their classroom practices largely because factors such as inadequate school physical resources, large class sizes, and traditional teaching methods appeared to still influence the classroom practices and mediate the relationship between the teachers’ knowledge and their classroom practices. Curriculum Studies unrestricted 2013-09-07T06:02:10Z 2008-08-04 2013-09-07T06:02:10Z 2008-04-15 2008-08-04 2008-07-21 Dissertation a 2007 E929 /ag http://hdl.handle.net/2263/26476 http://upetd.up.ac.za/thesis/available/etd-07212008-083255/ © University of Pretoria 2007 E929 / application/pdf University of Pretoria |
| spellingShingle | Knowledge Attitudes Classroom practices Mixed methods UCTD Teacher knowledge, attitudes and practices in the implementation of the new Swaziland junior secondary science curriculum |
| title | Teacher knowledge, attitudes and practices in the implementation of the new Swaziland junior secondary science curriculum |
| title_full | Teacher knowledge, attitudes and practices in the implementation of the new Swaziland junior secondary science curriculum |
| title_fullStr | Teacher knowledge, attitudes and practices in the implementation of the new Swaziland junior secondary science curriculum |
| title_full_unstemmed | Teacher knowledge, attitudes and practices in the implementation of the new Swaziland junior secondary science curriculum |
| title_short | Teacher knowledge, attitudes and practices in the implementation of the new Swaziland junior secondary science curriculum |
| title_sort | teacher knowledge attitudes and practices in the implementation of the new swaziland junior secondary science curriculum |
| topic | Knowledge Attitudes Classroom practices Mixed methods UCTD |
| url | http://hdl.handle.net/2263/26476 http://upetd.up.ac.za/thesis/available/etd-07212008-083255/ |