Investigating the role of teacher training of reception teachers in implementing the pre-primary curriculum in Francistown, Botswana

South African Journal of Childhood Education


 
 
Field Value
 
Title Investigating the role of teacher training of reception teachers in implementing the pre-primary curriculum in Francistown, Botswana
 
Creator Bawani, Elisa L. Mphahlele, Ramashego S.S.
 
Subject — curriculum framework; curriculum implementation; pre-primary; reception teachers; teacher training
Description Background: Teachers emerge as main role players guiding the process of curriculum implementation across all levels of education. At early childhood development (ECD) level, curriculum implementation is unique, but emphasis on teacher training is essential as it influences teachers’ efficacy in promoting holistically developed children. Upon realising the significance of ECD, Botswana effected the Pre-primary Curriculum Framework (PCF) to guide teachers in teaching children.Aim: This article aims to investigate the role of teacher training in implementing the Botswana’s PCF in Francistown. Bandura’s social cognitive learning theory (SCLT) and Wenger and Wenger-Trayner’s communities of practice (CoP) were used as they both advocate for teacher mentoring programmes and partnerships to assist teachers towards effectiveness in curriculum implementation.Method: Interviews, document analysis and observations were employed as data collection tools.Results: Despite the support given to teachers towards implementing the Botswana’s PCF, they are still faced with challenges such as lack of training, supervision and shortage of materials.Conclusion: For teachers to effectively implement Botswana’s PCF, there is a need for transforming policies on conducting in-service teacher training such as the use of a needs assessment protocol.
 
Publisher AOSIS
 
Contributor
Date 2021-03-04
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v11i1.882
 
Source South African Journal of Childhood Education; Vol 11, No 1 (2021); 14 pages 2223-7682 2223-7674
 
Language eng
 
Relation https://sajce.co.za/index.php/sajce/article/view/882/1789 https://sajce.co.za/index.php/sajce/article/view/882/1788 https://sajce.co.za/index.php/sajce/article/view/882/1790 https://sajce.co.za/index.php/sajce/article/view/882/1787
 
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Rights Copyright (c) 2021 Elisa L. Bawani, Ramashego S.S. Mphahlele https://creativecommons.org/licenses/by/4.0