Evaluation of Teachers’ Knowledge of the New Teaching, Learnig and Assessment Methodologies in Selected Primary Schools

Tebogo Mogashoa

doi:10.5901/mjss.2013.v4n14p75

Abstract

The aim of the research was to evaluate teachers’ knowledge of new teaching, learning and assessment methodologies. This study was underpinned by constructivist theory. It involved an analysis of the merits and demerits of the implementation of the new teaching, learning and assessment methodologies by teachers in selected primary schools. Qualitative method was used to gather information from the different categories of participants on how teaching, learning and assessment methodologies are implemented. Data were analysed by selecting, comparing, synthesising and interpreting information to provide explanation. It has been established in this study that teachers lack knowledge of learning outcomes and assessment standards. Teachers could not mention the learning outcomes and assessment standards they have planned to address in their lesson plans. The findings revealed that teachers tried to assess learners continuously during lesson presentations. The teacher should know the content, be able to decide on method or teaching approach, level of the learners as well as the learning and teaching support materials to be used in the lesson. Teachers should strive to establish how learners should learn, what teaching and learning activities they will use and how they will check learners’ understanding. DOI: 10.5901/mjss.2013.v4n14p75

Highlights

Introduction and Context of the StudyThe Department of Education has taken a transformative approach to outcomes-based education with emphasis on critical outcomes
Data were analysed by selecting, comparing, synthesising and interpreting information to provide explanation. It has been established in this study that teachers lack knowledge of learning outcomes and assessment standards
Teachers could not mention the learning outcomes and assessment standards they have planned to address in their lesson plans

Summary

Introduction

The Department of Education has taken a transformative approach to outcomes-based education with emphasis on critical outcomes. Critical outcomes are broad educational goals or a set of skills, attitudes and knowledge that all learners should demonstrate after being exposed to learning and teaching. Curriculum 2005 was introduced in 1997 and piloted in selected schools countrywide. A pilot study was conducted in Grade 1 classrooms in 270 schools around the entire country between August and November 1997. In 1998, the Department of Education introduced Curriculum 2005 in all schools in South Africa. The new curriculum required that educators should be able to understand and respond flexibly to the challenges of the new approaches to curriculum, methods and strategies

Objectives

Results

Conclusion