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Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools
Dissertation (MEd)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613652549369856 |
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| access_status_str | Open Access |
| author2 | Du Plessis, Andre |
| author_browse | Du Plessis, Andre |
| author_facet | Du Plessis, Andre |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/69932 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:33.363Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| 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:2263/69932 Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools Du Plessis, Andre theko20.tm@gmail.com Weber, K.E. Mokgohloa, Theko UCTD Autonomous practice Professional autonomy Accountability Prescription Monitoring and control Curriculum and Assessment Policy Statement, Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Dissertation (MEd)--University of Pretoria, 2018. The post-1994 education system in South Africa, through Curriculum 2005 (C2005) and Outcomes Based Education (OBE) adopted an approach which allowed teachers considerable freedom in deciding on the learning content in the classroom. However, with the introduction of the Curriculum and Assessment Policy Statement (CAPS) in 2011, the goalposts shifted and new accountability regimes emerged. The CAPS policy advocated uniformity and standardization of curricula across all grades, thereby limiting teacher initiative and creativity. This study was informed by the interpretive paradigm, whereby individuals use their subjective experiences to construct multiple realities about social phenomena. As a result, an interpretive, qualitative method of research was used. The aim of this research was to understand the subjective experiences of primary school teachers as to how their professional autonomy is influenced by the introduction of the CAPS policy. A multi-site (multiple) case study research design and semi-structured interviews were used to collect data from participants. Purposive and convenient sampling was used to select two fee-paying schools and two non-fee-paying schools. Sixteen (16) participants, four per participating school, completed the sample. Content analysis was used to analyse transcribed data. The research found that the introduction of the CAPS policy severely compromised teacher autonomy in the classroom. bs2026 Education Management and Policy Studies MEd Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-16: Peace, justice and strong institutions 2019-06-02T11:39:30Z 2019-06-02T11:39:30Z 2019/04/16 2018 Dissertation Mokgohloa, T 2018, Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/69932> A2019 http://hdl.handle.net/2263/69932 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Autonomous practice Professional autonomy Accountability Prescription Monitoring and control Curriculum and Assessment Policy Statement, Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools |
| title | Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools |
| title_full | Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools |
| title_fullStr | Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools |
| title_full_unstemmed | Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools |
| title_short | Implications of the Curriculum and Assessment Policy Statement on teacher professionalism in primary schools |
| title_sort | implications of the curriculum and assessment policy statement on teacher professionalism in primary schools |
| topic | UCTD Autonomous practice Professional autonomy Accountability Prescription Monitoring and control Curriculum and Assessment Policy Statement, Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/69932 |