Teacher responses to education policy reforms : case studies of in-service processes in the Western Cape Province of South Africa

[摘要] ENGLISH ABSTRACT: In South Africa the transformation process in education has placed tremendouspressure on teachers, redefining roles, functions and imposing new levels ofaccountability on education professionals. This thesis is based on research examiningteachers' experiences of and responses to the recent policy changes and theirimplications for teachers' work at primary school level. The research captures a smallselection of the diverse views and reflections of teachers in case studies of in-serviceteacher education processes set against the backdrop of major educational changesdriven by structural and policy changes in a changing socio-political context. Theparticipants in the research project consisted of a selection serving (working) teacherswho attended in-service teacher education programmes voluntarily. Theinterpretations of events reflect my own perspectives and are informed by both theparticipants in the research and the specific period in which the research took place.Data produced suggests that while the initial legislative changes took place fairlyquickly, the implementation of more systemic, structural, curricular andadministrative changes posed a greater challenge. Hastily introduced changes relatedto practice about which teachers were not consulted resulted in professionaluncertainty being induced and teachers experiencing confusion, anxiety and doubtsabout their competence. Large numbers in classes, poor resources, micropoliticalissues at schools, were mentioned as contextual constraints affecting implementationof changes as prescribed in policies. Small pockets of compliance with and supportfor change initiatives were however also evident in the responses.I contend that the overwhelmingly resistant responses of teachers in the case studiesconducted are related to contextual constraints and the decontextualised, externallydeveloped policies and externally imposed changes that ignore teachers' experience(as teacher and personal), beliefs, values and local contexts and broader socialcontexts. Further I posit that planning of change processes needs to involve teachers atall levels including policy development and in-service activities so that teachers arenot only informed of changes but are part of the change process.

[发布机构] Stellenbosch University