Teachers' Perceptions of the Quality of the New Expressive Arts Textbooks for Malawi Primary Schools

Autor/inn/en	Chirwa, Grames W.; Naidoo, Devika
Titel	Teachers' Perceptions of the Quality of the New Expressive Arts Textbooks for Malawi Primary Schools
Quelle	In: South African Journal of Childhood Education, 6 (2016) 1, Artikel 411 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Elementary Education; Textbooks; Elementary School Teachers; Teacher Attitudes; Questionnaires; Semi Structured Interviews; Textbook Content; Integrated Curriculum; Holistic Approach; Grade 5; Grade 6; Grade 7; Grade 8; National Curriculum; Educational Resources; Language Usage; Special Needs Students; Malawi + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Fragebogen; Lehrbuchtext; Holistischer Ansatz; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Bildungsmittel; Sprachgebrauch; Sonderpädagogischer Förderbedarf
Abstract	The national government in Malawi implemented an outcomes-based curriculum reform in 2007. To facilitate implementation, new textbooks were developed for the primary school curriculum. This study intended to explore teachers' use and perception of the new Expressive Arts textbooks. The participants consisted of 192 Expressive Arts teachers, grades 5-8, selected by purposeful sampling. Data were collected through questionnaires and semi-structured interviews. It was found that teachers believed that the textbooks were poorly designed, contained factual inaccuracies, did not support higher-level thinking of the learners, did not represent the lived experiences of the children using them and reinforced gender stereotyping. The study therefore suggests that there is need for review of the textbooks and that it is necessary to provide textbooks timely and in adequate quantities according to the needs of each school to ensure an effective implementation of a new curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01