An investigation into teachers’ perspectives on the implementation of environmental concepts in life orientation in grade 9 : a Western Cape case study

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dc.contributor.advisorReddy, Chrisen_ZA
dc.contributor.authorDirks, Leonora Michelleen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Curriculum Studies.en_ZA
dc.date.accessioned2021-03-08T18:25:58Z
dc.date.accessioned2021-04-21T14:37:26Z
dc.date.available2021-03-08T18:25:58Z
dc.date.available2021-04-21T14:37:26Z
dc.date.issued2021-03
dc.descriptionThesis (MPhil)--Stellenbosch University, 2021.en_ZA
dc.description.abstractENGLISH SUMMARY : This thesis investigated teacher’s experiences of teaching the subject Life Orientation in terms of the Curriculum and Assessment Policy Statement (CAPS) Policy Document for South African schools. Teachers’ perspectives on the implementation of environmental concepts in the Grade 9 section of schools were investigated to highlight their understanding of the required implementation of environmental concepts in LO, identify possibilities teachers envisage for implementing environmental concepts, and highlighting challenges and how teachers overcome them when teaching environmental concepts in LO. The thesis was designed as a nested case study spread across three schools. The case study focused on the teachers’ perspectives of the implementation of the environment related topics in the LO curriculum. Each school represented a smaller case nested within the bigger case study and the school environment, biographic information of the teachers, their teaching strategies and artefacts of resources formed part of the data produced in each case. Each case was analysed in terms of context profile of school, participants and their teaching qualifications and EE in LO practices. Empirical data was collected through semi-structured interviews, observation in the classroom, artefacts and analysis of the CAPS policy document. The thesis found that teachers are facing challenges when implementing environmental concepts in LO in Grade 9. Challenges included a limited understanding of the construct environment, a basic teaching repertoire based on teacher-centred approaches, little support from school management and low status of the subject amongst staff and learners. Recommendations were made to assist teachers to best teach environmental concepts in LO. These included better in-service training opportunities, better management support and the appointment of subject specialist teachers. en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING : Hierdie tesis het onderwysers se ervarings ondersoek om die vak Lewensoriëntering te onderrig in terme van die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) beleidsdokument vir Suid-Afrikaanse skole. Onderwysers se perspektiewe op die implementering van omgewingsbegrippe in die Graad 9-afdeling van skole is ondersoek om hul begrip te beklemtoon van die vereiste implementering van omgewingsbegrippe in die LO, identifiseer moontlikhede wat onderwysers beoog om omgewingsbegrippe te implementeer, en uitdagings te beklemtoon en hoe onderwysers uitdagings oorwin wanneer hulle omgewingsbegrippe in LO onderrig. Die tesis is ontwerp as 'n geneste-gevallestudie wat oor drie skole versprei is. Die gevallestudie het gefokus op onderwysers se perspektiewe van implementering van die omgewingsverwante onderwerpe in die LO kurrikulum. Elke skool het 'n kleiner geval in die groter gevallestudie en die skoolomgewing verteenwoordig, biografiese inligting van die onderwysers, hul onderrigstrategieë en artefakte van hulpbronne het deel gevorm van die data wat in elke geval versamel is. Elke geval is ontleed in terme van konteks profiel van elke skool, deelnemers in die studie en hul onderrig kwalifikasies en EE in LO praktyke. Empiriese data is ingesamel deur semi-gestruktureerde onderhoude, observasie in die klaskamer, artefakte en ontleding van die KABV document. Die studie het bevind dat onderwysers uitdagings in die gesig staar met die implementering van omgewingsbegrippe in die LO in Graad 9. Uitdagings sluit in ‘n beperkte begrip van die konstruk omgewing, 'n basiese onderrig repertoire gebaseer op onderwysergesentreerde benaderings, min ondersteuning van skoolbestuur en lae status van die vak onder personeel en leerders. Aanbevelings is gemaak om onderwysers te help om sodoende omgewingsbegrippe ten beste te onderrig. Dit sluit beter indiensopleidingsgeleenthede, beter bestuursondersteuning en die aanstelling van vakspesialis onderwysers in. af_ZA
dc.description.versionMasters
dc.format.extentxvi, 219 pages ; illustrations, includes annexures
dc.identifier.urihttp://hdl.handle.net/10019.1/110037
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subjectLife skills -- Study and teaching (Secondary) -- Curricula -- Western Cape (South Africa)en_ZA
dc.subjectLife orientation -- Study and teaching (Secondary) -- Curricula -- Western Cape (South Africa)en_ZA
dc.subjectEnvironmental education -- Study and teaching (Secondary) -- Curricula -- Western Cape (South Africa)en_ZA
dc.subjectCurriculum and Assessment Policy Statement (CAPS) -- Western Cape (South Africa)en_ZA
dc.subjectLife orientation teachers -- Attitudes -- Western Cape (South Africa)en_ZA
dc.subjectUCTD
dc.titleAn investigation into teachers’ perspectives on the implementation of environmental concepts in life orientation in grade 9 : a Western Cape case studyen_ZA
dc.typeThesisen_ZA
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