South African Journal of Childhood Education 6(1):a411 Teachers’ perceptions of the quality of the new Expressive Arts textbooks for Malawi primary schools
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Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation, Intermediate, Senior
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Publication Year
2016
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
10 p.
Subject
Early childhood education, Primary education, Outcomes-based curriculum, Textbooks, Teacher perceptions, Malawi
Tags
Abstract
The national government in Malawi implemented an outcomes-based curriculum reform in 2007. To facilitate implementation, new textbooks were developed for the primary school curriculum. This study intended to explore teachers’ use and perception of the new Expressive Arts textbooks. The participants consisted of 192 Expressive Arts teachers, grades 5–8, selected by purposeful sampling. Data were collected through questionnaires and semi structured interviews. It was found that teachers believed that the textbooks were poorly designed, contained factual inaccuracies, did not support higher-level thinking of the learners, did not represent the lived experiences of the children using them and reinforced gender stereotyping. The study therefore suggests that there is need for review of the textbooks and that it is necessary to provide textbooks timely and in adequate quantities according to the needs of each school to ensure an effective implementation of a new curriculum.
Description
Article
Number of Copies
1
Library | Accession No | Call No | Copy No | Edition | Location | Availability |
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Main | 584 | 1 | Yes |