Willing but unable? Teachers’ sense-making of curriculum-reform policy in the early implementation stage

Abstract

This paper explores how history teachers in Zimbabwe interpret the new curriculum policy and how their understanding influenced the implementation of the new reforms. Using a qualitative multiple-case study of history teachers data were collected through document analysis, in-depth interviews and extensive non-participatory lesson observations. Results seem to challenge the traditional view that teachers are naturally resistant to change and are saboteurs who tend to undermine reform proposals. Instead teachers need to be empowered on how to implement the envisaged changes.