Losing the "purity" of subjects? understanding teachers' perceptions of integrating subjects into learning areas

The clustering of traditional subjects into Learning Areas for the junior secondary school curriculum is a worldwide trend. In South Africa, the National Curriculum Statement (NCS 2002) advocates the teaching of eight Learning Areas (LAs) in the General Education and Training (GET) phase (Grades 7-9). In this paper, Grade 9 teachers' perceptions of and experiences with integrated Learning Areas are analysed and interpreted. The study is framed by social theories of identity. Following a qualitative research design, data were collected by non-participant observation, semi-structured questionnaires and in-depth interviews. Data analysis showed that the majority resisted the integrated LAs approach, less than a third were open to integration and all thought they lacked the content knowledge to teach integrated topics well. All found planning, implementation and assessing integrated topics very challenging. Teachers' perceptions of the integrated LA approach arose from a complex interplay of a combination of factors such as professional biographies and identities, experiences with teaching integrated curricula, pedagogic goals and the structure of the subject being taught.