Beyond the silo: Intermediate phase teachers’ experiences of integrated teaching in a selected school in the West Rand District of Gauteng, South Africa

Abstract

Integrated teaching is increasingly recognised as a necessary response to the demands of 21st-century education, yet its implementation remains uneven across contexts. This article explores the experiences of Intermediate Phase teachers who implement integrated lessons in a public school in the West Rand district of Gauteng, South Africa. Guided by a constructivist paradigm, the study employed a qualitative, exploratory case study design. Data were collected through semi-structured interviews and classroom observations and analysed using thematic analysis. Findings revealed that while teachers value the pedagogical benefits of integration—such as enhanced learner engagement and critical thinking—they also encounter significant barriers. These barriers include limited planning time, inadequate professional development, and challenges in aligning integration with existing assessment structures. Despite these challenges, teachers showed adaptability, collaboration, and a commitment to fostering meaningful learning. The study recommends that educational stakeholders invest in sustained, context-specific professional development and create collaborative spaces for planning and reflection. These measures can help bridge the gap between curriculum policy and classroom practice, thereby contributing to a more holistic and relevant learning environment for South African learners.