the introduction of the new curriculum (C2005 and NCS). The Mathematics‟ teacher was also improving his teaching qualification at an institution of higher learning where he did an honors program in educational management.
The EMS teacher had been a teaching for ten years. Her first two years she taught at a private school, teaching Economics and Business Economics and another year she was in Daverton at a Primary school where she taught EMS for the intermediate phase. She holds a Masters degree in educational management and was a PhD student in financial management at a university in the North West province of South Africa. The EMS teacher like the mathematics teacher had been part of the transition from the traditional education system to the new educational system.
When I interacted with the respondents for the first time I was interested in finding out how they would interact with the analytical tools (Concept Maps and Interviews) of the research study. I introduced and explained concepts mapping to the teachers and then ask them to draw an example concept map pertaining to the relationships of position and hierarchy at their school‟s staffing situation and the relationships and links that exist within their school‟s staffing. I specified to the teacher that there is not any set structure for them to draw a concept map. They had freedom to draw the maps as they preferred. I gave the teachers the exercise (worksheet appendix E) that required them to draw links between the given six concepts and to label the links in order to explain the relationship between the selected concepts.
I needed to get some insightful answers from the teachers and based on the descriptive and interpretive value of the study including the validity thereof I used follow up tape recorded interviews to get the degree of understanding of the teachers intentions after the implemented and completed worksheets. The interview was done verbally with thoroughly thought through semi structured interview questions, designed especially to get to the mathematics that came to light within the EMS concepts and to get to the knowledge of the teacher about integration between EMS and mathematics (Attached find the semi structured interview sheet as appendix F).
Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion
of a Master of Education degree.