Teachers' experiences with an adapted IGCSE physics syllabus in Botswana

The findings also reveal that considerable overlaps in the core and extended curriculum components of the syllabus blurred the distinction between the two as well as weakening prospect of fidelity of adoption and implementation. The resulting 'innovation gap' invariably means that the ideals of the syllabus and the associated paradigm shifts are possibly not realised in teaching in Botswana. The findings generally underscore the importance of clear guidance and policy statements on any new syllabus, and indeed, a new curriculum. Possible directions in future research would be to investigate innovation gaps that might be manifest in teaching.