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Jurnal Pendidikan Humaniora

Abstract

This article explored the frequency and nature of pedagogical support provided by curriculum advisors to Grade 12 teachers in two districts of Limpopo Province, South Africa, and examined teachers’ perceptions of that support. Research has been conducted on the role played by curriculum advisors in the development and implementation of the curriculum, but little has been mentioned about the intensity of their interventions in ensuring that implementation is carried out to the latter. Motivated by the province’s improving National Senior Certificate performance alongside concerns about the consistency and classroom relevance of teacher support, the study employed a qualitative case study design within an interpretivist paradigm. Ten participants were purposively sampled, comprising five curriculum advisors and five Grade 12 teachers from the Mogalakwena and Waterberg districts. The findings indicate that support was predominantly organised through quarterly workshops, supplemented by occasional telephone and WhatsApp communication. Further findings showed school-based and classroom-level support as inconsistent, with limited opportunities for curriculum advisors to observe lessons, provide individualised feedback, or demonstrate subject-specific teaching strategies. Resource constraints, travel limitations and heavy workloads were identified as key barriers to more regular school visits.  We recommend a structured support model combining scheduled school visits, instructional coaching, demonstration lessons, collaborative planning, feedback and targeted professional development.

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238

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