n Tydskrif vir Geesteswetenskappe - Onderwysers se belewing van indiensopleiding met betrekking tot die hersiene nasionale kurrikulumverklaring : 'n gevallestudie

Volume 46, Issue 4
  • ISSN : 0041-4751


Since 1998 a new education dispensation has systematically been introduced in South African schools - first in the form of Curriculum 2005 and later the Revised National Curriculum Statement. Teachers have been overwhelmed by all the new jargon and information, many feeling that they are ill-prepared for this so-called "paradigm shift". The National Department of Education in South Africa has decided to retrain all teachers. In order to provide in-service training for a large number of teachers at a given time, a model of direct contact sessions was introduced instead of the cascade model that had been utilised for the training of teachers when Curriculum 2005 was introduced. During the training of a large number of teachers at a time, logistics, study material and tutors were some of the factors taken into consideration by the Higher Education Institutions. This article focuses on the experiences of foundation phase teachers with regard to the in-service training. Teachers experienced the training positively and indicated that they were empowered to apply the Revised Curriculum Statement in practice.

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