Teachers' concerns about the CAPE Communication Studies innovation

Abstract

This paper examines teachers' concerns about the CAPE Communication Studies innovation. Data from two teachers were analysed using the Concerns-Based Adoption Model (CBAM), a theoretical model used to describe and explain the concerns teachers have when implementing an externally mandated educational innovation, in terms of seven developmental stages. The study utilized a qualitative case study design to elicit data. The data collected revealed that, initially, the two teachers had primarily intense self-oriented concerns-Awareness, Informational, and Personal. However, only one teacher expressed concerns, though less intensely at the impact stage-Collaboration. The teachers thus had a conglomeration of concerns but with different degrees of intensity, consistent with the published research literature in the field. Findings also revealed that a lack of administration support, ineffective workshops, and lack of a professional collaborative ethos at the school were factors that impacted on their concerns. The paper further indicates that in an effort to be relevant to teachers who are implementing educational innovations, intervention strategies to facilitate change should address the resolution of the different concerns as they emerge