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Curriculum Implementation Challenges Encountered by Primary School Teachers in Bulawayo Metropolitan Province, Zimbabwe

机译：小学教师津巴布韦省小学教师课程实施挑战

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摘要

The primary concerns of the study reported on were to establish the challenges primary school teachers encounter in implementing the new curriculum in Bulawayo Metropolitan Province (BMP), Zimbabwe as remedies are sought. The paradigm underpinning the study was interpretivism, utilising a qualitative design. The public schools – in both low and highdensity suburbs – and participants were purposively selected as the study sought depth as opposed to breadth. The data was captured using a semi-structured interview protocol through face-to-face interviews and focus groups. Professional documents were scrutinised and the availability of resources was observed using a semi-structured observation checklist. The use of multiple data sources, triangulation, an audit trail, and member checking enhanced its credibility. The major barriers to effective curriculum implementation were human, physical, material and financial resources. Attempts have been made in developing human capital through various capacity building workshops whose facilitators were not pragmatic. Encouraging though, it was found that teachers have embraced the new curriculum despite the hardships they are encountering as they view it as competencebased and self-empowering through the entrepreneurial skills learners acquire. All that is needed is a collective approach in resource mobilisation, with the government being a major funder, if the inequalities and inequities in accessing education, which Zimbabwe attempted to abolish at post-independence, are not to mushroom.
机译：该研究的主要问题是为了建立挑战小学教师在实施Bulawayo Metropolitan Province（BMP）的新课程，津巴布韦被寻求。利用定性设计，基于该研究的范式，是解释主义。公立学校 - 在低矮的郊区 - 以及参与者被任意地选择，因为研究寻求深度而不是宽度。通过面对面的访谈和焦点小组使用半结构化面试协议捕获数据。专业文件被审查，使用半结构化观察清单观察资源的可用性。使用多个数据源，三角测量，审计跟踪和成员检查其可信度。有效课程实施的主要障碍是人类，物理，材料和财务资源。通过各种能力建设研讨会在开发人力资本方面取得了企图，其促进者不务实。虽然鼓励，但是发现教师已经接受了新的课程，尽管他们遇到的艰辛，因为他们认为这是通过创业技能学习者获得的能力和自我赋予权力。所有所需要的是资源调动的集体方法，政府是一个主要的资助者，如果获得教育的不平等和不公平，津巴布韦试图废除独立后，都不是蘑菇。

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