Improving teacher training in South Africa. By Raishka and Shaelen by Shaelen C

Environment and collaboration

shaelencoopen11 — 2025-08-10 11:37:26 UTC

Improving teacher training in South African schools requires a shift toward a more collaborative and practical professional development that addresses the challenges teachers experience within their classrooms in the South African context. Needu (2018) explains that effective professional development should focus on taking place within the everyday environment where teachers work, rather than removing them from their schools for external workshops and training. When training is offered in the teachers’ everyday environments and looks at their daily lives within the classroom, it improves teachers’ subject knowledge and pedagogical skills and provides opportunities for reflection and feedback. This support helps teachers implement new strategies as well as adapt their teaching to meet learners’ needs. Needu (2018) highlights that high-performing schools create time within their schedules for teachers to meet regularly, plan lessons together, and share successful teaching practices. This collaborative approach fosters a sense of community and responsibility for learner achievement, moving away from blaming learners or parents for poor results and instead encouraging teachers to reflect critically on their own teaching and learning practices.

Addressing challenges prior to training (Teachers' needs)

shaelencoopen11 — 2025-08-10 11:38:53 UTC

Robinson (2021) focuses on some of the challenges facing teacher training in South Africa, including the poor proficiency in English and weak reading and writing skills among educators within South African classrooms. These challenges further push for the need and the importance of professional development programmes that address these basic skills. Without a strong base, it is difficult for teachers to deliver quality education. Therefore, professional development and training must focus on both content knowledge and practical teaching skills to build teacher confidence and competence. It is therefore imperative that aside from content knowledge, educators must be offered training that focuses on their personal and emotional skills as well.

Collaboration and involvement

shaelencoopen11 — 2025-08-10 11:39:18 UTC

Dasoo and Muller (2020) emphasise the crucial role teachers should play in shaping Continuous Professional Teacher Development (CPTD) policies and activities. Many teachers are unaware of CPTD policies at their schools, and when these policies do exist, teachers are often excluded from discussions about their development and implementation. In order to improve the training within South African schools, teachers need to be involved as active participants and decision-makers. The study also found that teachers prefer learning through collaborative groups or communities where they can share practical strategies and classroom experiences, rather than attending lectures. This communal approach promotes a culture of continuous learning and professional growth. When teachers are active partners in their own development, they are more likely to apply new knowledge and skills effectively, leading to improved teaching quality and better learner outcomes.

Reference list

shaelencoopen11 — 2025-08-10 11:39:35 UTC

Reference list:

Dasoo, N. & Muller, H., 2020. Teacher advocacy for the enhancement of professional learning and development. South African journal of higher education [e-journal] 34(4), pp. 45-59 < https://scielo.org.za/scielo.php?script=sci_arttext&pid=S1753-59132020000400004 > [Accessed 09 August 2025].

Needu, 2018. Policy Brief N-10/2018: Characteristics of Effective School-Based Professional Development. [pdf] Needu. Available at: < https://www.education.gov.za/NEEDUPolicybriefsseries.aspx > [Accessed 09 August 2025].

Robinson, M., 2021. What is the best way to train South Africa’s teachers? Mail and Guardian [online] 22 October. Available at: < https://mg.co.za/education/2021-10-22-what-is-the-best-way-to-train-sas-teachers/ > [Accessed 09 August 2025].