NAVIGATING CHANGES IN THE SCIENCE CURRICULUM: TEACHERS' RESILIENCE AND SYSTEMIC GAPS

Abstract

Science teachers play an important role as implementers of curricula, transforming the curriculum design into meaningful learning experiences for learners. This paper presents multiple case studies of science teachers’ understanding of the implementation of different science curricula in basic education, their experiences, and the strategies they use as they implement these changes. Drawing on thematic analysis of interview transcripts from five informant teachers, the study employed the procedure prescribed by Braun and Clarke to uncover recurring patterns and unique experiences. The findings reveal a complex landscape in which significant systemic and contextual barriers often confront the latest curriculum's progressive design. Key observations highlight a pervasive sense of curriculum fatigue among educators, critical resource and infrastructure deficits, and profound challenges in student readiness influenced by socioeconomic factors. Despite these obstacles, teachers consistently demonstrate remarkable resilience and innovation, frequently resorting to personal sacrifice to bridge implementation gaps.