Investigating the role of teacher training of reception teachers in implementing the pre-primary curriculum in Francistown, Botswana
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 prom...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2021-03-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/882 |
| Summary: | 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. |
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| ISSN: | 2223-7674 2223-7682 |