n South African Journal of Higher Education - Student teachers' reflections on their practices of the curriculum and assessment policy statement

Volume 29, Issue 4
  • ISSN : 1011-3487



This article presents a case study of 22 postgraduate university students who specialised in Curriculum Studies. The students' project analyses, one-on-one semi-structured interviews and focus group discussions were used for data generation/production. The study concluded that student teachers were not aware of the theories that underpin the South African Curriculum and Assessment Policy Statement (CAPS) of their subjects. As a result of not understanding the theories that shape their learning, they decided to continue with the way they had been working throughout their years of teaching. This suggests that they are teaching without prioritising the implementation of their subjects' CAPS. Purposive and convenience samplings were used in selecting the most accessible 22 students. The article consequently recommends the identification of the theories that underpin CAPS and the curriculum type before implementation in order for teachers to understand the implementation process.

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