The Responsibilities of Curriculum Advisors Regarding Teacher Development in Implementing Curriculum

Tebogo Mogashoa

Tebogo Mogashoa University of South Africa, South Africa

Keywords: Curriculum development, Learner assessment, Teacher involvement, Teacher experiences, Teacher professional development

Abstract

The aim of this research is to explore teachers’ experiences regarding their professional development by curriculum advisors. Teachers need more time for development and resources for better implementation of the curriculum in the classroom environment. They also need to be prepared for changes that could affect their teaching and learning. Materials and methods: A qualitative research approach was followed, which allowed the researcher to investigate and understand teachers’ experiences with professional development and the implementation the curriculum. This research study used qualitative method to gather information from the participants on how they are being professionally empowered. The main data collection methods were in the form of interviews. Results: The findings revealed there is a need for professional development to be conducted by curriculum advisors, monitoring, and support to empower teachers for better curriculum implementation. The research also revealed that participants felt curriculum advisors are responsible for training teachers to design year plans and lesson plans to effectively implement Curriculum and Assessment Policy Statement in their classrooms and that they are responsible for training them on effective teaching and assessment methods. Conclusion: Finally, the study concludes that curriculum advisors, principals and the departmental heads must conduct workshops to train teachers to design year plans and lesson plans to teach and assess learners effectively in their classrooms. The schools should reinforce a culture of positive behaviour by inviting experts and professionals to conduct professional development sessions with teachers.

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