International Journal of Innovative Research and Knowledge

Volume-3 Issue-12, December 2018

Title: Teachers’ role in the implementation of the revised secondary Literature in English curriculum in Uganda

Author: Rebecca Nambi


This is a study on teachers’ role in curriculum implementation of the secondary revised Literature in English curriculum in Uganda. It explores teachers’ perceptions versus their adoption of the revised curriculum and the contextual challenges to the implementation process. The study was conducted with five teachers in two urban secondary schools in Uganda. It was guided by the interpretive paradigm. Data was from semi-structured interviews, lesson observations and document analysis. Findings show tensions between the expectations of the revised curriculum and the realities of implementation in the two schools. Tensions manifested in the areas of teachers’ ownership of the curriculum classroom patterns, and contextual challenges such as large class sizes and inadequate teaching materials. Teachers selectively adopted the proposed innovations despite their deep understanding of the curriculum and appreciation of the potential of the innovative approaches to enhance learning.

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ISSN: 2213-1356

Publisher: Scholar Touch Publishers

Area/Scope: Business, Economics & Management; Social Science, Literature, Arts & Humanities; Engineering & Technology; Life Science & Physical Science, Health & Medical Science

Frequency: Monthly

Format: Online & Print

Language: English

Review Process: Double Blinded

Access: Open Access