Aspects Influencing the Implementation of Continuing Professional Development for South African Teachers
In order to transform education in South Africa it is necessary for teachers to be appropriately equipped to meet the country’s evolving needs. The National Policy Framework for Teacher Education and Development through Initial Teacher Training and Continuing Professional Teacher Development (CPDT) is an initiative to address these needs. This paper focuses on CPDT in particular which essentially aims to: contribute towards improving teachers’ teaching skills; continually improve teachers’ competence for the sake of quality education; empower teachers by improving their confidence, subject knowledge and skills, and classroom management; improve the professional status of teachers; help teachers to identify suitable PD programmes that could contribute the responsibility of to their professional growth.
The paper attempts to address the following research question: How effective is the CPDT in the National Policy Framework for Teacher Education and Development and how should it be implemented? It attempts to satisfy two objectives: (1) to arrive at a clear understanding of effective professional development (PD) programmes for teachers; and (2) to outline how key aspects could influence the effective implementation of the National Policy Framework for Teacher Education and Development in South Africa, in particular that of Continuing Professional Teacher Development (CPTD). It concentrates on the following aspects: a focus on teachers’ learning, the commitment of teachers, quality leadership, the school context and requirements for PD programmes.
Keywords: Professional Development, Teachers, South Africa
Prof. Gertruida Maria Steyn
Professor in education, Further teacher education, University of South Africa