Teachers’ experiences of the integration of values education in the FET phase curriculum a case of King Cetshwayo District high schools

This study explored teachers’ experiences of the integration of values education in the FET phase curriculum in King Cetshwayo District. The main concern of the study was that the youth of today, especially in schools, are morally bankrupt. They can hardly differentiate between what is right or wrong, and what is just and unjust. In other words, they are valueless. The main aim of the study was to explore teachers’ experiences in the integration of values education in the FET phase curriculum with a view to promoting the inclusion of moral values in the implementation of the curriculum. Thus, this study intended to explore teachers’ experiences of the integration of values education in the FET phase, ascertain how they integrate values education in the teaching and learning process, and lastly, determine the challenges that teachers encounter when teaching values education. A qualitative approach was employed, and a case study design was adopted. Data about teachers’ experiences in the integration of values education in the FET phase curriculum were explored through the use of semi-structured focus group interviews and classroom observations. The researcher used thematic analysis of data which involved analysing transcripts, identifying significant themes and putting them together in accordance with their characteristics. A sample of 25 FET teachers from five different schools in the district was purposively selected. Findings revealed that teachers are not well versed with the concept of values education. Thus, it is therefore not feasible for them to effectively and intentionally impart values education to learners. Findings also indicated that learners are not deliberately and positively influenced by their teachers through the teaching and learning activities to change and modify their behaviour to become responsible and acceptable members of the society. Findings pertaining to the classroom environment also revealed that teachers were not aware that both the physical environment and the classroom atmosphere can either promote or hinder the inculcation of values to learners, and consequently benefit the learners, or generate disorder and indiscipline in the classroom. v | P a g e One of the recommendations in this study were that existing policies on teaching and learning values in schools ought to be reviewed by curriculum specialists, focusing on appropriate measures that can promote effective integration of values education across and within all subjects. The Department of Basic Education should provide regular and adequate in-service training for teachers on pedagogical content knowledge (PCK) on values education for effective integration in the curriculum. Teachers should be vigorously involved in the design and development of the curriculum for values education. Their involvement would assist in the inclusion of practicable values education that can be integrated into their classroom practice. It is also recommended that teachers and parents should ensure that the value of Ubuntu (humanness), which is enshrined in the South African Manifesto on Values, is deliberately infused into all school activities. In other words, Ubuntu should be interwoven in the school system for moral regeneration, and for the reconstruction of the moral fiber in the light of moral degeneration in schools.

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2020

Author dc:creator

• Khathi, Lomlani Joseph

• FET phase curriculum
• Teachers’ experiences
• King Cetshwayo District high schools

Licence

• https://devspace.unizulu.ac.za/bitstreams/319ffeb9-0615-4167-8ab4-3f904df2b245/download