Exploring the experiences of non-specialist mathematics teachers in implementing the curriculum in the intermediate phase at Tongaat schools.

Abstract

The experiences of non-specialist teachers in relation to their subject and pedagogical knowledge remains under-researched both nationally and internationally. Scholarship reports that teachers’ subject matter and pedagogical knowledge contribute significantly to their teacher experience. However, existing literature on the experiences of non-specialist teachers suggests that there is a disconnect between their knowledge and their practice, especially in the cases where they are teaching core subjects like mathematics. This study aimed to explore the experiences of non-specialist mathematics teachers in implementing the curriculum in the intermediate phase at schools in Tongaat, KwaZulu-Natal. To understand the participants’ experiences, I used Shulman’s (1987) model of teacher knowledge as the theoretical framework. In the study I adopted a qualitative approach and a case study methodology with two data generation methods. Data from the participants (non-specialist mathematics teachers) was generated using a semi-structured interview consisting of an hour and thereafter followed by a one-hour lesson observation. In this study, purposive sampling was used to recruit the participants. The data was analysed through thematic analysis and I adopted both inductive and deductive ways of interpreting the data. The study found that most of the participants experienced challenges teaching mathematics as non-specialists. The reasons varied amongst the participants, although a common finding was a lack of both subject matter knowledge and pedagogical content knowledge. The study also found that most participants lacked passion, and this affected how they implemented the curriculum. Furthermore, another crucial finding was the lack of training and support afforded to the participants. The study has shown that all the above factors affect the quality of teaching and learning that takes place and therefore requires attention or intervention. The study, therefore, suggests that there is a need to understand the lived experiences of non-specialist teachers and to provide specialised training and support for them through workshops and mentorship. The study also suggests that the Department of Basic Education, should consider placing teachers in subjects that they specialised in.