'Sir, on what page is the answer?' Exploring teacher decision-making during complex curriculum change, with specific reference to the use of learner support material

This paper presents preliminary research evidence on the classroom practices of two South African science teachers currently implementing the new outcomes-based curriculum. A comparative case study approach was followed, during which evidence was collected through non-participant classroom observation, pre- and post-lesson interviews and video-stimulated recall sessions. This provided insight into the pre-, inter- and post-active decision-making processes that shaped their classroom practices. The evidence suggests that the teachers' almost pedantic use of the commercially prepared 'outcomes-based' texts is driven by a number of factors which present a significant threat of intensification. I argue that the observed regularity with which teachers prefer not to exercise their decision-making autonomy, speaks of self-regulating, defensive teaching-a strategy to cope with this threat of intensification.