Die kurrikulumadviseur se kurrikulumleiersrol tydends die implementering van kurrikulumveranderinge in die algemene onderwys-en opleidingsfase: ‘n gevallestudie
| dc.contributor.advisor | Carl. A. E. | en_ZA |
| dc.contributor.author | Swartz, Christopher Brian | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. | en_ZA |
| dc.date.accessioned | 2021-04-22T10:30:37Z | |
| dc.date.available | 2021-04-22T10:30:37Z | |
| dc.date.issued | 2021-03 | |
| dc.description | Thesis (DPhil)--Stellenbosch University, 2021. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: The South African education system has been characterized by ongoing curriculum development over the past two decades. Curriculum leaders are exposed to high expectations and challenges to implement these changes in the classroom. The question is if the curriculum advisors also made the correct adjustments to master these curriculum changes and to provide the appropriate support. Do the advisors have the right skills to facilitate these transformations in the various curricula? The purpose of this study is to look at the leadership roles and functions of the curriculum advisors within school-based curriculum changes and implementation and to look at how they are experiencing it. To answer the research question, a qualitative research design is used within an interpretive research paradigm. Data is generated by using structured questions that were asked to six different curriculum advisors in the context of semi-structured interviews. This was done to get an insight into their experiences and perceptions of their different contexts. From the literature, it seems that is it is firstly a big challenge for curriculum advisors to initiate and manage curriculum changes. Secondly, it is very difficult for curriculum advisors to effectively execute their leadership roles and coordinating function as leaders and to provide effective leadership and support. The challenge in terms of curriculum advisors is to empower them to implement curriculum changes that occur constantly and throughout, to ensure effective curriculum management. Therefore, curriculum advisors must enter a partnership with teachers, and they must advise teachers on the shortcomings and changes in the prescribed curriculum, which will improve the teaching-learning situation. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwystelsel word die afgelope twee dekades gekenmerk deur voortdurende kurrikulumtransformasie. Kurrikulumleiers word aan die hoë eise en uitdagings van kurrikulumleierskap blootgestel om hierdie kurrikulumveranderinge op klaskamervlak te implementeer. Die vraag is egter of kurrikulumadviseurs ook nodige verandering aangebring het en of die nodige leiding gegee is, om hierdie veranderinge te bemeester en te ondersteun. Beskik die kurrikulumadviseurs oor die nodige vaardighede om kurrikulumtransformasies van die onderskeie kurrikulums in die onderwys te fasiliteer? Die doel van die studie is om die leiersrol en funksies van die kurrikulumadviseurs binne skoolgebaseerde kurrikulumverandering en -implementering te ondersoek en vas te stel hoe hulle dit ervaar of beleef. Om die navorsingsvraag te beantwoord is ’n kwalitatiewe navorsingsontwerp binne die interpretatiewe navorsingsparadigma onderneem. Data is gegenereer deur gebruik te maak van gestruktureerde vrae wat tydens semi-gestruktureerde onderhoude aan ses kurrikulumadviseurs gestel is ten einde insig in hulle beleefde ervarings en persepsies van hulle onderskeie kontekste, te verkry. Uit die literatuur blyk dit eerstens dat dit ’n groot uitdaging vir kurrikulumadviseurs is om kurrikuklumverandering te inisieer en te bestuur. Tweedens is dit uiters moeilik vir kurrikulumadviseurs om hul leiersrolle en koördineringsfunksies as kurrikulumleiers effektief uit te voer en om effektiewe leiding en ondersteuning te bied. Die uitdaging vir kurrikulumadviseurs is om hulle te bemagtig om kurrikulumveranderinge wat deurlopend en voortdurend voorkom, te kan implementeer ten einde effektiewe kurrikulumbestuur te verseker. Daarom is dit nodig vir kurrikulumadviseurs as onderrigleiers om onderling in vennootskap te tree met die onderwysers en om onderwysers te adviseer oor tekortkominge en veranderinge in die voorgeskrewe kurrikulum wat die onderrigleersituasie kan verbeter. | af_ZA |
| dc.description.version | Doctoral | en_ZA |
| dc.format.extent | xvix, 242 pages | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/110336 | |
| dc.language.iso | af_ZA | af_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Comparative education | en_ZA |
| dc.subject | Education | en_ZA |
| dc.subject | Curriculum change | en_ZA |
| dc.subject | Curriculum evaluation | en_ZA |
| dc.subject | Curriculum consultants | en_ZA |
| dc.subject | Educational leadership | en_ZA |
| dc.subject | Curriculum planning | en_ZA |
| dc.subject | UCTD | |
| dc.title | Die kurrikulumadviseur se kurrikulumleiersrol tydends die implementering van kurrikulumveranderinge in die algemene onderwys-en opleidingsfase: ‘n gevallestudie | af_ZA |
| dc.type | Thesis | en_ZA |