| dc.description.abstract | This study is a documentation of Kenyan high school science teachers' views of their work,
and a re-interpretation of those views in wider social contexts. The study is based on the
common perception that the 1985 educational restructuring and curriculum innovation was
poorly implemented, particularly with respect to science. Researchers in Kenya have, over
the years, addressed science curriculum implementation problems, but generally speaking
they have not consulted with the teachers themselves. Since teachers playa major role in
the implementation of curriculum, this study argues that their views should be included in
the interpretation of implementation research. This study aimed at including the views of
teachers in the inquiry that was conducted over a period of three months using a variety of
techniques, including discussions, scheduled interviews, observations, participation in school
activities, document study, and journal entries. Findings were related to four groups of
issues: school program, school organizational, teaching tradition, and professional status | en |
