Ask AI: Impact of curriculum change on teachers and teaching in South Africa. Use APA 7 referencing style and South African researchers/writers

The curriculum changes in South Africa have significantly impacted teachers and teaching methods. The switch from the National Qualification Framework (NQF) system to the National Curriculum Statement has necessitated adaptation of new teaching approaches and techniques (Jita & Vandeyar, 2006). The teachers have to understand and implement a new curriculum design that includes outcomes-based education, continuous assessment, and social transformation (Chisholm, 2003). While, in theory, these changes may improve education quality, the practical results, according to researchers, can be quite different. Aside from significantly increasing teachers' workloads due to the increase in administrative responsibilities, the changes also heighten the pressure on teachers to expand their pedagogical knowledge and skills (Bertram & Hugo, 2016). As Jita and Vandeyar (2006) found, in-service teachers often express feeling inadequately prepared to implement the new curriculum. Furthermore, the curriculum shift towards learner-centred and activity-based learning can lead to classrooms becoming unmanageable if not handled properly, compromising the learning process (Ramrathan, 2016). Additionally, there is also a gap in providing sufficient teaching resources and in-service training for teachers that can hinder the successful implementation of these changes (Fataar, 2006). The impact is not entirely negative, though. The changed curriculum emphasizes active participation and critical thinking, offering an opportunity for South African teachers to reimagine their teaching patterns (Engelbrecht, 2006). The decentralization of power from the department of education to schools allows teachers to exercise more creativity and leadership in their classrooms. In conclusion, while curriculum changes pose significant challenges, they also offer an opportunity for advancements in teaching techniques and strategies. --- References: Bertram, C., & Hugo, W. (2016). Fundamental issues in South African education. Juta and Company Ltd. Chisholm, L. (2003). The politics of curriculum review and revision in South Africa in regional context. Compare: A Journal of Comparative and International Education, 33(1), 63-79. Engelbrecht, P. (2006). The implementation of inclusive education in South Africa after ten years of democracy. European Journal of Psychology of Education, 21(3), 253. Fataar, A. (2006). Policy networks in recalibrated political terrain: the case of school curriculum policy and politics in South Africa. Journal of Education Policy, 21(6), 641-659. Jita, L. C., & Vandeyar, S. (2006). The relationship between the mathematics identities of primary school teachers and new curriculum reforms in South Africa. Pythagoras, (64), 23-32. Ramrathan, P. (2016). Policies, understandings and responses to curriculum and assessment changes. South African Journal of Education, 36(2).