10th International Science Congress (ISC-2020) will be Postponed to 8th and 9th December 2021 Due to COVID-19.  International E-publication: Publish Projects, Dissertation, Theses, Books, Souvenir, Conference Proceeding with ISBN.  International E-Bulletin: Information/News regarding: Academics and Research

Teachers Reactions on the Curriculum Content in Consumer Sciences of Eswatini

Author Affiliations

  • 1Discipline of Consumer Science Education and Community Development, Faculty of Consumer Sciences, Luyengo Campus, University of Eswatini, Eswatini, Swaziland

Res. J. Family, Community and Consumer Sci., Volume 8, Issue (2), Pages 15-22, July,27 (2020)

Abstract

The purpose of the research study is to explore teachers reactions on the Eswatini Junior Secondary Integrated Consumer Sciences curriculum content with the intention of improving it. The curriculum is supposedly integrated, yet in fact, the curriculum is fully dictated by curriculum and examination bodies, thus leaving the teachers without a voice. Interestingly, reflection is the best system of learning that can transform teachers, assisting them to overcome emerging challenges and to investigate the past, present, and the future. The study, therefore, pursued teachers reaction. This action research, rooted on a critical paradigm, was used to address the following research questions: a) what are teachers reaction on the Junior Secondary Integrated Consumer Sciences curriculum content? and b) Why do teachers reflect in particular ways? This study, through an extensive literature review, concluded that, for teachers to be effective in any curriculum issue, three forms of reflection (personal, societal, and professional) must be employed as the lens through which to review the curriculum. Nine (9) participants were selected using convenience and purposive sampling. Findings indicate that contents in Consumer Sciences are dominated by influences from both professional reflections (knowledge, information, concepts, and theories) and societal reflections (skills, practical competences). Teachers are being controlled by these forces, thus lack clarity and a rationale for inclusion of certain content. Teachers believe that some content does not adequately represent the focus of the discipline in this modern age, recommending removal of certain content, while supplementing other. It is therefore recommended that research that actively engages teachers apropos of their scope of work be used frequently. Action research should be used in teaching Consumer Sciences. The National Curriculum Centre (NCC) should remove certain content, as per recommendation of the focus groups in this study.

References

  1. Villegas, A. M., & Lucas, T. (2002)., Educating culturally responsive teachers: A coherent approach., New York: Sunny Press.
  2. Tyler, R. W. (2013)., Basic principles of curriculum and instruction., Chicago: University of Chicago press.
  3. Mansilla, V. B., & Jackson, A. (2011)., Educating for global competency., New York: Asia Society.
  4. Mthethwa, K. F. (2004)., Training and localisation policy: a case study of Swaziland., Doctoral dissertation, University of the Western Cape.
  5. Horn, M. (1993)., Proposal for the restructuring of home economics in the Scousdalc meeting: Positioning the profession for the 21st century., American Home Economics Association, 3(1), 90-99.
  6. Hira, T. (2013)., Home Economics literacy: investing in our future., ARAHE Journal, 20(3), 113-118.
  7. Lorek, S., & Wahlen, S. (2012)., Sustainable consumption through an environmental lens: challenges and opportunities for home economics., In: Pendergast, D., McGregor, S., & Turkki, K. (Eds) Creating Home Economics Futures: The Next 100 Years, pp170-181. Bowen Hills: Australian Academic Press.
  8. Brandt, R. S. (1988)., Content of the Curriculum., 1988 ASCD Yearbook. Alexandria: Association for Supervision and Curriculum Development.
  9. Bowers, J., & Wyatt, M. J. (2004)., Family and consumer sciences: a chapter of the Curriculum handbook (Vol. 1)., Virginia: Association for Supervision and Curriculum Development.
  10. Jean, A. M., Julie, J., & Kendra, V. (2009)., The importance of housing education in the secondary Consumer Sciences curriculum., Housing and Society, 16(3), 1-12
  11. Siyakwazi, P. D. (1997)., Reconceptualization of the Home Economics Curriculum in Zimbabwe., The Zimbabwe Bulletin of Teacher Education, 5(1), 77-84.
  12. Patton, M. Q. (2002)., Qualitative research and evaluation methods (3rd Ed.)., Thousand Oaks: Sage Publications.
  13. Mesquita, A. (2017)., Research Paradigms and Contemporary Perspectives on Human- Technology Interaction., Hersbey: LGL Global.
  14. Babbie, E., & Mouton, J. (2001)., The practice of social research: South African edition., Cape Town: Oxford University Press Southern Africa.
  15. McGregor, S. L., & Murnane, J. A. (2010)., Paradigm, methodology and method: Intellectual integrity in consumer scholarship., International Journal of Consumer Studies, 34(4), 419-427.
  16. Miles, M. B., & Huberman, A. M. (1994)., Qualitative data analysis: An expanded sourcebook., New Delphi: Sage Publications.
  17. Dey, I. (2005)., Qualitative data analysis: A user friendly guide for social scientists (2 Ed.)., London: Tyler and Francis Group.
  18. Creswell, J. W. (2014)., Qualitative inquiry and research design: Choosing among five approaches., Thousand Oaks: Sage Publications.
  19. Nsibande, R. N. (2007)., Knowledge and practice of continuous assessment: The barriers for policy transfer., Doctoral dissertation, Wits University.
  20. Myeni, N. J. (1992)., The History of Home Economics Education in Swaziland from 1936-1991., Maters dissertation, University of Swaziland, Luyengo.
  21. Agbulu, O., & Ademu, A. (2010)., Assessment of Agricultural Science teachers knowledge and utilization of information and communication technology in Nigerian secondary schools., Journal of Emerging Trends in Educational Research and Policy Studies, 1(1), 1-9
  22. Keys, C. W., & Bryan, L. A. (2001)., Co-Constructing inquiry-based science with teachers: Essential research for lasting reform., Journal of Research in Science Teaching, 38(6), 631-345.
  23. ECOS (2017)., Junior Certificate Consumer Science 2018-2020 Syllabus., Examinations Council of Swaziland, Ezulwini.
  24. Stenhouse, L. (2005)., An introduction to curriculum research and development., London: Butler and Turner Limited.
  25. McSweeney, K. (2014)., Assessment practices and their impact on Consumer Sciences education in Ireland., Doctoral dissertation, University of Stirling.
  26. Mberengwa, L., & Mthombeni, F. (2013)., Envisioning an African-centric higher education home economics curriculum for the 21st century., In Pendergast, D., McGregor, S. L. T., & Turkki, K. (Eds.), Creating home economics futures: The next 100 years, pp. 195-206. Queensland, Australia: Australian Academic Press.