Abstract
The United Nations Children's Fund (UNICEF, 2021a) reported that the Coronavirus disease 2019 (COVID-19) pandemic cost most South African schools 54% of learning time. The department of basic education (DBE) designed a curriculum recovery plan (CRP) for all subjects to address the loss of learning time. This qualitative study examined Business Studies educators' attention to conceptual learning in the implementation of the Business Studies CRP. The research focused on “How are Business Studies teachers, departmental heads (DHs), principals, subject advisors, and curriculum designers, enable and support conceptual learning of the Business Studies CRP during the COVID-19 pandemic?" The present study is situated within the recovery phase of the crisis continuum (Charland, Deslandes Martineau, Gadais, Arvisais, Turgeon, Vinuesa & Cyr, 2021). The study was informed by Chow, Lam & King's (2020) Crisis Resilience Pedagogy framework, Rogan & Grayson's (2003) theory of curriculum implementation in developing countries, and McPhail's (2020) deep learning framework. Data was collected through document analysis, semi-structured interviews and observations and analysed through thematic analysis approach.
The data analysis revealed crisis resilience pedagogical components. First, redesigning the DBE website for usability, including post-COVID-19 subject teaching materials, safety policies, homeschooling guidelines, instructional videos showcasing modern teaching methods, reading-promoting novels displayed "adaptability". Second, "creativity" was observed through the use of innovative approaches, including the development of age- appropriate remote learning activity books, podcasts, interactive quizzes, updated textbooks and the usage of the Google Forms monitoring tool. Third, "connectivity" was demonstrated via subject-specific WhatsApp groups that connected learners, parents, and teachers with subject advisors. Microsoft Teams and Zoom were utilised for regular meetings with local and international stakeholders, paired with emails. Diversity was demonstrated by the use of text-based, verbal, and video-based instructional strategies that catered to the different needs and learning styles of learners. Endurance was also evident as participants continued teaching in challenging educational environments. DHs assessed learners with comorbidities at home to gauge their learning progress. Subject
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advisors intervened and provided instructional support in schools with serious academic decline.
Under crisis conditions the epistemological beliefs of participants shifted: first, it was seen as acceptable to ‘trim’ the curriculum and leave out content seen as dispensable; content that did not enable conceptual progression; content that was not aligned with the predetermined content roadmap and content that was not expected to contribute to future careers. Second, the participants underwent a transformation, by assuming the role of active virtual users. Participants exhibited varying degrees of transition towards online instruction, learning and assessment. Data analysis showed that participants initially opposed cancelling June exams owing to integrity and rigour concerns. However, over time, they steadily adjusted and effectively devised quality tests to be implemented within their schools. The COVID-19 pandemic posed significant obstacles to fostering in-depth conceptual learning in the classroom. Identifying key concepts and using teaching strategies to improve learners' conceptual understanding posed a challenge. Findings indicate that during the COVID-19 pandemic, the difficulties teachers already had in enabling deep learning in Business Studies were exacerbated. Coverage of subject matter in the curriculum took precedence, and instruction was teacher-centered.
While certain support structures were put in place to facilitate curriculum implementation during the pandemic, mental support strategies lacked. The successful implementation of the Business Studies CRP was impeded by constraints such as inadequate ICT infrastructure, insufficient teacher training in online instruction, restricted teacher involvement in the development of the Business Studies CRP, limited time allotted for prescribed content, decreased learner motivation, lack of parental involvement and a rise in absenteeism. The study provided recommendations to study participants, and the DBE. Based on the findings, a Crisis Curriculum Implementation Guide (CCIG) model was created to improve Business Studies curriculum delivery during crisis. The thesis enhanced knowledge of curriculum implementation in times of crisis, highlighting the importance of resilience and adaptability in teaching methodologies.
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ABBREVIATIONS AND ACRONYMS
ATP Annual Teaching Plan
CAPS Curriculum Assessment and Policy Statement
CCIG Crisis Curriculum Implementation Guide
COVID -19 Coronavirus disease 2019
CRP Curriculum Recovery Plan
CRP Crisis Resilience Pedagogy
CDC Curriculum Design Coherence
DBE Department of Basic Education
KT Knowing-that
KH Knowing-how
ICT Information and Communication Technology
LTP Limited trimming programme
OECD Organisation for Economic Cooperation and Development
R-ATP Revised Annual Teaching Plan
R-Exam Guidelines Revised Exam Guidelines
SBA School-Based Assessment
SRP School Recovery Plan
UNESCO United Nations Educational, Scientific and Cultural Organisation.
UNICEF The United Nations Children's Fund
WHO World Health Organisation