"The curriculum tracker: A tool to improve curriculum coverage or just a tick-box exercise?"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | The curriculum tracker: A tool to improve curriculum coverage or just a tick-box exercise? |
| 2. | Creator | Author's name, affiliation, country | T Mkhwanazi; School of Education, University of Kwazulu-Natal, Pinetown, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | AZ Ngcobo; School of Education, University of Kwazulu-Natal, Pinetown, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | S Ngema; School of Education, University of Kwazulu-Natal, Pinetown, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | S Bansilal; School of Education, University of Kwazulu-Natal, Pinetown, South Africa; South Africa |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | curriculum coverage; curriculum tracker; heads of department; Jika iMfundo; mathematics teachers |
| 4. | Description | Abstract | Research on teacher professional development generally states that teachers do not take new innovations on board easily. The study reported on here focused on the uptake of a curriculum tracker tool designed to improve curriculum coverage by mathematics teachers. The tool formed part of the Jika iMfundo (JiM) programme launched by the KwaZulu-Natal Department of Education and a partner organisation. The purpose of this study was to explore the extent to which secondary mathematics teachers and heads of department (HoDs) used the tools for their intended purposes. The study was carried out with teachers and department heads from 14 schools located in 2 districts of KwaZulu-Natal. Data were generated by 21 interviews, supplemented by secondary data sourced from responses to previous surveys conducted by JiM. The findings show that most teachers considered the tool as a tick-box activity, instead of using it to guide their planning in a meaningful manner. Furthermore, there was misalignment between planning undertaken by the provincial education department and JiM. It is crucial that teachers on the ground are consulted first in order to jointly identify how certain problems can be addressed before any professional development activity is implemented. https://doi.org/10.15700/saje.v41ns2a1883 ORCiD iDs of Authors: T Mkhwanazi – https://orcid.org/0000-0001-9034-6686 AZ Ngcobo - https://orcid.org/0000-0002-3460-8757 S Ngema - https://orcid.org/0000-0001-5609-2993 S Bansilal - https://orcid.org/0000-0002-5445-5612 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | Funding for the project was provided by the National Research Foundation (NRF). Grant No. HSD180430325077. |
| 7. | Date | (YYYY-MM-DD) | 2022-02-05 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://www.sajournalofeducation.co.za/index.php/saje/article/view/1883 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Volume 41, Supplement 2, December 2021 |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |