The path so far: introducing moral education in Botswana senior secondary schools

Abstract

This study investigated the classroom practices of moral education (ME) teachers in three (3) of the ten (10) Botswana senior secondary schools that are piloting the curriculum. The aim of the study was to gain insight into classroom practices and the challenges that moral education teachers face when implementing a new curriculum. Interviews and classroom observations were used to collect data from five (5) participants who were purposively sampled. The results suggest that teachers have a positive attitude towards the subject despite the challenges faced in implementing the new curriculum. This study finds that it is not always easy for moral education teachers to methodically follow a particular approach in teaching moral education, as per the expectations of the curriculum, since they are generally not sure which ones are the most appropriate. The findings of this study may be of use to curriculum planners, policy makers, teachers and researchers in education in their efforts to better understand the thinking and practices of teachers in classrooms.