Challenges Experienced by Mathematics Teachers in the Implementation of Grade 12 Mathematics Curriculum in Community Learning Centres: South African Perspective
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Resumo
This study examined the challenges experienced in implementing the Grade 12 Mathematics curriculum in Community Learning Centres (CLCs). The study aimed to identify these challenges and explore the factors influencing challenges experienced by teachers towards curriculum implementation. The study utilized a multiple case study design and qualitative methods, to explore the challenges towards curriculum implementation. The data was collected through structured interviews with 12 teachers from different CLCs. Thematic analysis was used to analyse the data and identify key insights and findings. The participants of the study involved 12 teachers from different CLCs in Gauteng Province, South Africa. Through a comprehensive review of existing literature and the results from the interview questions, the study identified resource constraints, socio-economic disparities, teacher capacity issues, and infrastructure limitations as primary obstacles to effective curriculum implementation. Despite these challenges, many teachers demonstrated positive attitudes towards the curriculum, although frustrations persist due to inadequate resources, limited support, and insufficient training. The study recommends targeted interventions and policy initiatives to address these challenges, including investing in teacher training and professional development programs, addressing resource constraints and infrastructure limitations, and fostering collaboration among stakeholders. By strategically addressing these challenges through the adoption of deliverology and implementation of science frameworks, CLCs have the potential to optimize student outcomes and foster equitable access to high-quality education for all students.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Learning Teaching and Educational Research, v. 23, n. 7, p. 141-166
- Editora
- Tresorix Ltd
- Ano
- 2024 (2024-07-30)
- Idioma
- en
- Palavras-chave
- curriculum implementation; grade 12 mathematics; community learning centers; mathematics teachers; resource constraints; socioeconomic disparities; teacher capacity; infrastructure constraints; teacher professional development; professional development; teacher attitudes; equitable access to education; South Africa
- Temas
- Currículo, Formação de Professores de Matemática
- DOI
- 10.26803/ijlter.23.7.8
- ISSN
- 1694-2116, 1694-2493
- Licença
- cc-by-nc-nd
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
TIBANE, Carlit Casey et al.. Challenges Experienced by Mathematics Teachers in the Implementation of Grade 12 Mathematics Curriculum in Community Learning Centres: South African Perspective. International Journal of Learning Teaching and Educational Research, v. 23, n. 7, p. 141-166, 2024. DOI: https://doi.org/10.26803/ijlter.23.7.8.
APA
Tibane, C. C., Mafa-Theledi, O. N., Masebe, T., & Peter, M. (2024). Challenges Experienced by Mathematics Teachers in the Implementation of Grade 12 Mathematics Curriculum in Community Learning Centres: South African Perspective. International Journal of Learning Teaching and Educational Research, 23(7), 141-166. https://doi.org/10.26803/ijlter.23.7.8
BibTeX
@article{tibane2024,
author = {Tibane, Carlit Casey and Mafa-Theledi, Olivia Neo and Masebe, Tshidiso and Peter, Mathye},
title = {Challenges Experienced by Mathematics Teachers in the Implementation of Grade 12 Mathematics Curriculum in Community Learning Centres: South African Perspective},
year = {2024},
journal = {International Journal of Learning Teaching and Educational Research},
volume = {23},
number = {7},
pages = {141-166},
publisher = {Tresorix Ltd},
doi = {10.26803/ijlter.23.7.8},
language = {en}
}RIS
TY - JOUR AU - Tibane, Carlit Casey AU - Mafa-Theledi, Olivia Neo AU - Masebe, Tshidiso AU - Peter, Mathye TI - Challenges Experienced by Mathematics Teachers in the Implementation of Grade 12 Mathematics Curriculum in Community Learning Centres: South African Perspective PY - 2024 JO - International Journal of Learning Teaching and Educational Research VL - 23 IS - 7 SP - 141 EP - 166 DO - 10.26803/ijlter.23.7.8 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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