SECONDARY SCHOOL EDUCATORS’ ENACTMENT STRATEGIES OF THE FRENCH INTEGRATED CURRICULUM CONTENT
Abstract
This article presents an action research on Lesotho educators’ enactment strategies of the French integrated curriculum content. Essentially, the aim of this article was to explore the concept of content in order to establish whether enactment strategies used by educators on content favour successful attainment of goals. Convenience sampling was used in selecting seven participants. Four methods of data generation, namely, one-on-one semi-structured interviews, document analysis, observations, and reflective activities, were used. Action research was effected in two phases: Phase One findings demonstrated educators’ dominant use of savoir (factual enactment strategies) at the expense of savoir-faire (social enactment strategies) and savoir-être (habitual enactment strategies). This seemed to present a hurdle, as content was not aligned with goals. Phase Two results, through the intervention of action research, saw educators maintaining a balance among savoir, savoir-faire and savoir-être, thereby aligning content with goals prescribed in the curriculum and therefore augmenting greatly the chances of attaining these goals. The article consequently recommends a revision of the policy, in which the use of the three propositions of content would be advocated to encourage teaching of schooled knowledge, context-dependent knowledge, as well as knowledge that is deemed essential by the educator as required by the prevailing context.
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DOI: http://dx.doi.org/10.46827/ejfl.v5i1.3283
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