The Interpretation and Implementation of Reform: A Case of Simon

Abstract

This article is a study of a South African teacher educator's interpretations and approaches to implementing a constructivist approach to teaching. It examines his beliefs about teaching physical science to prospective teachers as it relates to his aligning his teaching with the new reform: outcomes-based education. The goals of the reform include emphasis on cooperative learning, a student-centered approach, and focus on teaching for conceptual understanding. Through observations, interviews, and documents (assignments for students, graded group assignments, and course outlines), I examined this teacher educator's interpretations and approaches to implementing constructivist curriculum and his understanding of the reform. The findings show that without confronting teachers' beliefs about teaching and learning, providing clear meaning of reforms, and facilitating in-depth professional development, the interpretation and implementation of reforms will be hindered.

Notes

1. “Teacher educator” is used interchangeably with “educator” to refer to a teacher of prospective teachers.

2. Christian National Education (CNE) was the ideology of Afrikaners who believed that they were the chosen people by God and placed in South Africa to Christianize and civilize Blacks according to their worldview. Their values became the basis of segregation during the apartheid era that resulted in educational and economic advantage and disadvantage in school based on race. Fundamental Pedagogics became the dominant educational theory through which Christian National values could be taught to legitimate and justify separate educational systems.