Exploring High School Economics Teachers’ Curriculum Implementation Practices: A Case of the Northern Cape Province of South Africa
Manzi Wellington 
, Boitumelo Moreeng & Thabiso Jonah Motsoeneng
Issue: Vol.5 No. 6 August 2024 Article 7 pp.166-182
DOI : https://doi.org/10.38159/jelt.2024567 | Published online 28th August, 2024.
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This empirical study explored high school Economics teachers’ curriculum implementation practices in South Africa. The research focused on a sample of three Economics teachers purposefully selected from three schools in the Northern Cape province. Drawing on the theoretical framework of Mediated Learning Experience (MLE) and adopting a qualitative approach, the study employed a case study design.To get insight on the Economics teachers’ curriculum practices, semi-structured interviews, classroom observations, and document analysis were used to generate data from the selected high school Economics teachers. Braun and Clarke’s six steps of thematic analysis were followed in analysing the triangulated data. The study findings indicate that some Economics teachers’ practices on instructional planning, selection of resources, feedback, and reflective practices promoted meaningful learning. The study concludes that although there are pockets of effective curriculum implementation practices by Economics teachers, there is a need to continue with in-service teacher training to enhance the teachers’ curriculum implementation practices. The study recommends that Economics teachers should form Professional Learning Communities where they learn and share good practices to provide teachers with continuous in-service training on how to plan lessons that cater for diverse learners’ needs. This study contributes to the scholarship by providing insights into how teachers’ curriculum practices can be enhanced both at pre-service and in-service levels to improve teacher effectiveness and efficiency. Furthermore, the study forms the basis on which further research on Economics teachers’ curriculum implementation practices on a more representative scale can be conducted.
Keywords: Economics Education, Curriculum Implementation, Learner-centred Practices, Mediated Learning Experience
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Dr. Wellington Itai Manzi is an Economics Educator in the Northern Cape, South Africa. He holds a Doctor of Philosophy in Curriculum Studies, with a specialization in Economics Education. His research interests include Curriculum Studies, Economics Education, Educational Technology, and Assessment for Learning.
Dr. Boitumelo Moreeng is currently a Senior Lecturer and HoD in the Faculty of Education at the University of the Free State, South Africa. His research interests include Curriculum Studies, Teacher Education, History and Social Sciences Education.
Dr. Thabiso Jonah Motsoeneng is a Senior Lecturer in Commerce Education in the Faculty of Education at North-West University, South Africa. He holds both a Master of Education and a Doctor of Philosophy in Curriculum Studies, with a specialization in Accounting Education. His research interests include Curriculum Implementation, Accounting Education, Educational Technology, and Assessment for Learning.
Wellington,Manzi, Boitumelo Moreeng & Thabiso Jonah Motsoeneng.”Exploring High School Economics Teachers’ Curriculum Implementation Practices: A Case of The Northern Cape Province of South Africa.” Journal of Education and Learning Technology 5, no.6 (2024): 166-182. https://doi.org/10.38159/jelt.2024567
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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