Analysing the course alignment: a case of one teacher education module at a South African university

Abstract

The purpose of this study is to analyse the alignment in a course taught in the undergraduate initial teaching education programme. The course is a Teacher Education module taught at a South African University. Constructive alignment was used as the theoretical framework mapping the study. Qualitative research method was used in the study to answer research questions. Data were collected by means of document analysis. Trustworthiness of qualitative data were ensured by employing credibility, transferability, dependability and confirmability. Data were analysed using thematic analysis which involves the processes of data coding, creating categories and themes by finding the patterns among these codes. From the findings of the study, the researcher was able to identify and suggest methods by which curriculum and assessment alignment could be strengthened to achieve the objectives and outcomes by students. The findings show a curriculum that is well-constructed and that is strongly aligned, however few gaps were identified such as underrepresentation of some objectives. The findings were used to provide the recommendations that could make the module to achieve greater consistency between the curriculum objectives and assessment methods. This study contributes to the wider address on curriculum design in Teacher Education, promoting organized alignment to improve student performance and the quality of instructions.