Professional development of teachers: Perceptions and challenges of foundation phase teachers

Abstract

Background: South Africa’s teacher retention crisis calls for policy makers, school leaders and teachers to explore ways for professional growth. This study examined six novice teachers’ experiences and views on continuous professional development (CPD) and how it benefits teachers as they transition from mentees to mentors.

Aim: The study aimed to explore novice teachers’ engagement with CPD within the context of foundation phase (FP) teaching. It specifically investigated their understanding of CPD in communities of practice and how they preferred to be inducted, mentored and coached.

Setting: This qualitative case study was conducted in six inner-city public primary schools in urban Johannesburg, South Africa.

Methods: The research followed a case study design, using semi-structured interviews with six novice teachers to gather data.

Results: The findings revealed the significance of informal mentorship, offering support despite the absence of formal structures in FP settings. This highlights the need for educational institutions to establish formal mentorship opportunities to promote professional development and well-being of teachers.

Conclusion: CPD goes beyond fulfilling professional requirements – it empowers teachers. By upskilling and reskilling, CPD prepares teachers to meet modern teaching challenges.

Contributions: This research adds to the limited literature on novice teachers’ experiences with CPD in FP. It highlights CPD’s crucial role in enhancing pedagogical strategies, supporting diverse learners, improving teacher wellness, and informing educational policy and leadership decisions.