Teachers as recontextualisers: a case study of outcomes-based assessment policy implementation in two South African schools
The findings of the interpretive review revealed a fascinating process of change, with some unexpected results that I lacked the theoretical and methodological tools to process. With support from critical friends, I realised that a dynamic and social process of knowledge recontextualisation had taken place, and that the research had moved beyond its initial goals. Not wishing to compromise my integrity as a qualitative researcher, I changed direction and made use of Basil Bernstein’s theorising (1990, 1996) to arrive at a suitable vantage point for the analysis.
The main contention of this thesis is that the new OBE curriculum framework offers exciting opportunities for teacher participation in curriculum processes. However, if teachers are to maximise these and become agents of change, they need to acquire the rules of recontextualisation and reposition themselves in the recontextualising field.
This implies epistemological empowerment, which takes time and mediation but which can be achieved through an approach to teacher professional development located in critically reflexive practice.
School Location:South Africa
Source Type:Master's Thesis
Date of Publication:01/01/2006