Die impak van onderwysers se identiteitsbasis op hul ontvang en implementering van kurrikulum 2005 in sekere verafgelee skole van die Wes-Kaap

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dc.contributor.advisorFataar, Aslam
dc.contributor.authorVisagie, Clarence Vernon
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-10-24T09:47:03Z
dc.date.accessioned2024-05-28T08:03:33Z
dc.date.available2009/10/14 16:14
dc.date.available2009/10/14
dc.date.available2013-10-24T09:47:03Z
dc.date.available2024-05-28T08:03:33Z
dc.date.issued2006
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractThis thesis was undertaken as an empirical study which focused on curriculum implementation in a remote geographical region in post-apartheid South Africa, known as the Overberg. The identity basis on which teachers receive and implement CUrriculum 2005 in the Overberg region, served as the cenrtal focus for undertaking this study. Accordingly, it was found that the personal, ontological, contextual, training, professional and pedagogical influences have had an impact on the composition of the identity basis of teachers in the Overberg region. The teachers received and implemented Curriculum 2005 in the light of the impact of their prior identities.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/15351
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectEducationen_US
dc.subjectCurriculaen_US
dc.subjectSouth Africaen_US
dc.subjectWestern Capeen_US
dc.subjectEducational changeen_US
dc.titleDie impak van onderwysers se identiteitsbasis op hul ontvang en implementering van kurrikulum 2005 in sekere verafgelee skole van die Wes-Kaapen_US
dc.typeThesisen_US

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