出版社：Australian Institutes for Educational Research
摘要：This article reports on a study investigating physical sciences teachers’ stages of concern(SoC) profiles during the implementation of the curriculum and assessment policystatement (CAPS) in South Africa. Throughout reform implementation, it is conceivablethat teachers go through different SoC, ranging from giving low priority to the reform(unconcerned stage) to being preoccupied about how they can improve the innovation(refocusing stage). Previous studies have not focused on mapping teachers’ SoC profilesduring reform implementation in South Africa. Using the concerns-based adoptionmodel (CBAM), the SoC questionnaire (SoCQ) was conducted with 81 physical sciencesteachers from 62 schools in a South African district in the fifth year of CAPSimplementation. Self-concerns were found to be dominant among the participants.Multivariate analysis of variance showed no significant differences between teachers’ SoCprofiles and their years of experience with the reform. This suggests that any programsof support offered so far may have had no significant impact in shifting teachers’ SoCprofiles. The regular use of the SoCQ to monitor teachers’ progression through differentSoC is recommended. Programs addressing the teachers’ dominant concerns may thus bedeveloped based on these understandings, thereby increasing the chances of successfulimplementation.
