Putting the Cart before the Horse: Curriculum Reform Policy and Teachers’ Pedagogical Preferences

Abstract

When presented with a new curriculum very few teachers teach in accordance with the prescribed pedagogies. This study reports on how teachers in Zimbabwe selected their teaching methods in response to a new curriculum reform policy. Using a qualitative multiple case study design and the theoretical lens of sense-making, the study interrogated teachers’ understanding of a new history curriculum and their compliance to its pedagogical prescriptions. Although teachers were aware of the methodological demands of the new history curriculum, they complained that they were not adequately prepared and resourced to implement the new pedagogical policy. Teachers’ pedagogical preferences appeared to be in line with their personal philosophy to history instruction, rather than what reform policy prescribed. It appears policy makers placed pedagogical reform policy in front of the teacher; like the proverbial case of putting the cart in front of the horse. To augment compliance with reform policy, it is necessary to in-service teachers on how to use innovative teaching approaches before asking them to change pedagogical practice. Teacher capacity building on innovative instructional strategies and creating learning communities may reduce the gap between policy demands and classroom practice.

Keywords

• curriculum reform policy
• history pedagogy
• sense-making
• pedagogical preferences
• reform implementation
• classroom practice