Abstract:
To a certain extent, many curriculum reforms that have been
introduced in Lesotho schools have been unsuccessful. Teachers’
preparedness to implement these reforms has been the major factor for
the failures. Involving teacher education providers in the preparation of
teacher preparedness could improve the success rate of these school
reforms. Therefore, understanding how education educators prepare
teachers for curriculum reforms could assist to understand why school
teachers often appear to be ill-prepared for curriculum reforms.
Accordingly, this paper investigated the views of six teacher educators
about their role in the preparation of teachers for curriculum reforms in
Lesotho schools. A questionnaire was used to collect data that were
analysed thematically. The results obtained indicate that: teacher
educators are involved in a limited way in Lesotho curriculum reforms;
and they have limited knowledge about the current reforms. As a result,
their training practices do not target to prepare teachers for the reforms
introduced in schools. This explains why many studies have found
teachers to be ill-prepared for any curriculum reforms in Lesotho. These
findings raise awareness on the issue that teacher educators should be
involved in the reforms in Lesotho. Therefore, the main recommendation
of this study is to engage teacher education providers so as to make the
reforms successful.
