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| Title: | The teacher as implementor of the curriculum in Zimbabwe secondary schools: the case of mathematics |
| Author: | Jaji, G. |
| Year: | 1990 |
| Periodical: | Zimbabwe Journal of Educational Research (ISSN 1013-3445) |
| Volume: | 2 |
| Issue: | 1 |
| Period: | March |
| Pages: | 1-24 |
| Language: | English |
| Notes: | biblio. refs. |
| Geographic terms: | Zimbabwe Southern Africa |
| Subjects: | teachers curriculum mathematics education secondary education education Teaching mathematics Curriculum planning |
| Abstract: | A research project in secondary schools was undertaken in 1988 by the then Department of Curriculum Studies in the Faculty of Education, University of Zimbabwe. It focused on mathematics teachers' implementation of the curriculum. 118 mathematics teachers from 43 schools offering at least two technical subjects responded to the questionnaire sent to them. The study examined teacher characteristics (age, training); time spent on preparation and other classroom related activities; meeting individual differences of pupils; teaching methods and approaches; availability of teaching materials; topics which are difficult to teach. Results show that the majority of the teachers lack the time, content and professional knowledge and skills to be able to effectively evaluate and change their teaching behaviour in light of the needs seen in the classroom situation. The responses also show a very clear divergence between the intended and implemented curricula with the intended curriculum emphasizing discovery and concept development and the implemented curriculum clinging to mechanical processes. Bibliogr., sum. |