This study draws on Shulman’s (1986, 1987) concept of PCK to examine how Grade 1 Sepedi teachers are professionally developed to teach reading. Pedagogical content knowledge refers to the specialised knowledge that enables teachers to transform subject content into forms that are accessible and meaningful to learners (Shulman 1986). It encompasses content knowledge, pedagogical knowledge, knowledge of learners and curriculum knowledge, allowing teachers to select appropriate instructional strategies, anticipate learner difficulties and support learning effectively.

Unlike general pedagogical knowledge (GPK), which focuses on broad principles of teaching and classroom management, PCK is subject-specific and closely connected to instructional practice. In early-grade reading instruction, PCK includes knowledge of how to teach phonemic awareness, phonics, vocabulary, fluency and comprehension, as well as how to use literacy materials to support reading development. This integration of content and pedagogy is particularly important in multilingual and mother-tongue classrooms, where teachers are expected to support foundational literacy development through language-responsive instructional practices.

Professional development plays an important role in strengthening teachers’ PCK. Research suggests that structured training, instructional support and coaching may enhance classroom instruction and improve teaching practices (Cilliers et al. 2022; Flint, Albers & Matthews 2019; Kotze, Fleisch & Taylor 2019; Kraft, Blazar & Hogan 2018; Wolf 2018; Yang et al. 2022). However, limited research has examined how PD supports teachers in teaching reading in indigenous African languages such as Sepedi, particularly within MTBBE contexts.

While MTBBE research has largely focused on language policy, language transition and learner outcomes, less attention has been given to the pedagogical knowledge required to enact mother-tongue instruction effectively in classrooms. This study argues that PCK provides a useful lens for understanding how MTBBE is translated from policy into practice. The effectiveness of MTBBE depends not only on the availability of supportive language policies, but also on teachers’ ability to teach foundational literacy skills in learners’ home languages. In African language classrooms, this requires specialised knowledge of language structures, literacy development, curriculum expectations and language-responsive pedagogies.

In this study, PCK is used as an analytical lens to examine how PD supports teachers in integrating content knowledge, pedagogy and instructional materials during Sepedi reading instruction. The framework enables an analysis of how teachers translate professional learning into classroom practice, and how this may strengthen foundational literacy instruction during the mother-tongue phase of MTBBE. It further provides a basis for examining the relationship between teacher knowledge, instructional coherence and the pedagogical enactment of MTBBE in Sepedi reading classrooms. By foregrounding teacher knowledge and classroom practice, the study contributes to broader discussions on the conditions necessary for effective literacy instruction in indigenous African language contexts.

This study examined how teacher PD supports Grade 1 Sepedi reading instruction within MTBBE classrooms. A qualitative multiple case study design was adopted to enable in-depth exploration across four rural primary schools. The use of a multiple case study design allowed for comparison across cases and strengthened the credibility of the findings through corroboration across different school contexts (Halkias, Neubert & Harkiolakis 2023). The design further enabled the identification of shared instructional patterns and contextual differences across the participating schools.

The qualitative approach facilitated close engagement with participants and provided insight into how teachers experience PD and how this is reflected in classroom reading practices (Creswell & Creswell 2017). Pedagogical content knowledge informed the analytical perspective of the study, particularly in examining how PD shaped teachers’ content knowledge, instructional strategies and use of literacy materials during Sepedi reading instruction.

The study was conducted in four rural primary schools located in the Sekhukhune District of Limpopo province, South Africa. Each school was treated as an individual case. To ensure confidentiality and anonymity, pseudonyms were assigned to the schools: School A, School B, School C, and School D.

Sepedi was used as the language of learning and teaching in the Foundation Phase across all participating schools. All schools participated in the Room to Read Sepedi Literacy Programme, which provided structured literacy materials, including a Sepedi teacher guide and learner reader. The programme also provided quarterly teacher training workshops and in-class coaching support aimed at strengthening early-grade reading instruction.

Four Grade 1 Sepedi-speaking teachers, one from each participating school, were purposively selected for the study. Purposive sampling was considered appropriate because participants were selected based on their direct involvement in teaching Sepedi Home Language and their participation in the Room to Read Sepedi Literacy Programme. Table 1 presents the demographic profile of the participating Grade 1 teachers.

Selection criteria included:

All participating teachers received quarterly PD training and ongoing in-class coaching support through the programme. Although the study involved a relatively small sample, this enabled deeper engagement with each participant and classroom context.

Data were analysed using inductive thematic analysis (Braun & Clarke 2021). The analysis involved repeated reading of interview transcripts, classroom observation notes and document review data to identify recurring patterns related to PD and reading instruction.

Initial codes were generated across the dataset and later grouped into broader categories and themes that reflected patterns within and across the four case study schools. The themes were developed through careful comparison of similarities and differences across participant experiences, classroom practices and instructional materials.

Pedagogical content knowledge guided the interpretation of the findings, particularly in relation to teachers’ instructional practices, content knowledge, pedagogical strategies and use of literacy materials during reading instruction. All data were coded manually to retain contextual meaning, particularly because interviews and classroom interactions were conducted in Sepedi and later translated into English (Cohen, Manion & Morrison 2018).

Ethical clearance to conduct this study was obtained from the University of Pretoria Faculty of Education Ethics Committee (No. EDU001/23). Permission to conduct the study was granted by the provincial education authorities and Room to Read South Africa. Written informed consent was obtained from schools, teachers and parents, and assent was obtained from learners. Confidentiality was protected through pseudonyms and the removal of identifying details. Participation was voluntary, and the study prioritised cultural sensitivity, respect and participant well-being throughout.

Drawing on interview data, teacher participants consistently described the PD programme as useful, relevant and aligned with the realities of teaching reading in Sepedi. Across all four schools, teachers reported that the programme strengthened their ability to teach reading, increased learner participation and provided structured approaches that connected classroom learning to learners’ home language contexts. These findings suggest that PD may play an important role in strengthening teachers’ confidence and preparedness to teach reading in indigenous African languages. Similar observations are made by Popova et al. (2022), who argue that structured PD programmes can strengthen instructional quality and classroom practice, particularly within multilingual and resource-constrained contexts.

For example, Teacher O noted that learners she had previously taught were now able to read and write (Interview transcript, School B Primary School, 16 February 2024). While Teacher R highlighted the clarity and alignment of the programme with curriculum expectations (Interview transcript, School A Primary School, 08 March 2024). Similarly, Teacher S reported improvements in learners’ reading, speaking, and listening skills through the use of phonemic awareness activities and structured literacy materials (Interview transcript, School C Primary School, 06 March 2024).

These findings appear to suggest that teachers associated the programme not only with improved learner participation, but also with the development of foundational literacy skills in Sepedi. This aligns with Evans and Mendez Acosta (2021), who emphasise the importance of structured literacy support in strengthening early-grade reading instruction.

Teachers also expressed confidence in the teaching materials, describing them as structured, user-friendly, and easy to implement. This confidence appeared to be linked to the alignment between professional development and classroom resources. As Teacher P explained, the step-by-step guidance within the materials supported effective teaching (Interview transcript, School D Primary School, 12 March 2024). While Teacher O emphasised that training enabled her to use the materials appropriately during lessons (Interview transcript, School B Primary School, 16 February 2024).

Similar findings are reported by Piper et al. (2018), who found that aligned instructional materials and teacher guidance may support more consistent literacy instruction in early-grade classrooms. From a PCK perspective, these findings indicate that PD supported teachers in integrating content knowledge, including phonics and comprehension, with pedagogical strategies such as structured lesson delivery and guided learner participation. The alignment between training and instructional resources appeared to support teachers in applying reading knowledge more effectively during classroom instruction, thereby strengthening their capacity to teach reading in Sepedi.

Teachers further reported improvements in learners’ foundational reading skills, including blending, segmenting, oracy, and comprehension. They also noted increased learner confidence and engagement during reading lessons. Teacher P, for instance, explained that activities such as picture interpretation supported learners’ critical thinking. (Interview transcript, School D Primary School, 12 March 2024). Teacher O expressed expectations for improved fluency and comprehension among learners (Interview transcript, School B Primary School, 16 February 2024).

These findings suggest that PD may have supported teachers’ understanding of how learners acquire foundational reading skills within the mother tongue. This reflects an important aspect of PCK, namely teachers’ knowledge of learners and their progression in reading development (Shulman 1986).

Finally, teachers identified structured pedagogy, alignment of teaching and learning materials, and ongoing PD as central features of the programme. They further highlighted the dual role of the programme in supporting both learner reading outcomes and teacher knowledge development.

As Teacher S noted, the programme contributed to both learner development and teacher capacity (Interview transcript, School C Primary School, 06 March 2024). These findings suggest that teachers viewed PD not only as training, but also as an ongoing support mechanism for strengthening reading instruction in Sepedi classrooms.

Classroom observations indicated that teachers consistently applied the instructional strategies introduced during PD sessions. Across the four schools, lessons focused on foundational reading components, including phonemic awareness, morpheme awareness, phonics, vocabulary and early comprehension (Classroom observations, February to March 2024). The findings suggest that PD may have contributed to greater consistency in how reading instruction was implemented across participating classrooms. Similar observations are reported by Cilliers et al. (2022), who argue that structured pedagogical support can strengthen classroom instructional practices in early-grade literacy contexts.

Across all classrooms, teachers used structured methodologies such as the full-hand approach and the thumbs-up and thumbs-down strategy during reading instruction. The thumbs-up and thumbs-down strategy was used to support phonemic and morpheme awareness by helping learners distinguish between target and non-target sounds. Learners responded physically through hand gestures, which appeared to reinforce listening skills, sound recognition and active classroom participation. The full-hand approach supported syllable construction and decoding by guiding learners to break words into smaller sound units. These findings suggest that teachers used interactive and language-responsive pedagogical strategies to support learner engagement during reading lessons. This aligns with Kika et al. (2022), who emphasise the importance of structured literacy activities in supporting early-grade reading development.

For example, Teacher P introduced the sound ‘m’ and asked learners to generate words beginning with the sound, followed by syllable construction using the full-hand approach. She then used the thumbs-up and thumbs-down strategy to reinforce vocabulary recognition (Classroom observation, School D Primary School, 05 February 2024). Similarly, Teacher O used these approaches to revise previously taught sounds before introducing new sounds during reading instruction (Classroom observation, School B Primary School, 12 February 2024). Teacher S and Teacher R also applied the thumbs-up and thumbs-down strategy and the full-hand methodology to support sound differentiation and word formation activities (Classroom observation, School A Primary School, 01 March 2024). These classroom observations suggest that teachers were able to apply language-specific literacy strategies introduced through PD in ways that supported learner participation and engagement during reading lessons.

In all observed classrooms, teachers moved from teacher demonstration (‘I do’), to guided learner participation (‘We do’), and finally to independent learner application (‘You do’). This reflected a structured instructional sequence aligned with the Gradual Release of Responsibility model. The findings indicate that teachers used scaffolded instructional approaches to support learners’ progression from supported participation towards independent reading activities. Similar findings are reported by Flint et al. (2019), who note that structured and scaffolded literacy instruction may strengthen learner participation and classroom engagement in early-grade reading contexts.

From a PCK perspective, these classroom practices demonstrate how teachers integrated content knowledge, including sounds, syllables and vocabulary, with pedagogical strategies designed to support learner understanding. The consistent use of these methodologies across classrooms further suggests that PD may have strengthened teachers’ ability to apply language-appropriate literacy strategies within Sepedi reading instruction. These findings are particularly important within mother tongue literacy classrooms, where effective reading instruction depends on teachers’ ability to connect language-specific knowledge with appropriate pedagogical practices.

Classroom observations further revealed strong alignment between PD, teaching materials and classroom reading practices across the participating schools. Teachers consistently used the Room to Read Sepedi teacher guide and learner reader during lessons, referring learners to specific literacy activities, vocabulary exercises and comprehension tasks (Classroom observations, February to March 2024). The findings suggest that the integration of instructional materials into classroom practice may have contributed to greater instructional coherence during Sepedi reading lessons. Similar findings are reported by Piper et al. (2018), who argue that aligned instructional materials and teacher guidance can support more systematic literacy instruction in early-grade classrooms.

For example, Teacher O guided learners through phonics activities before moving to reading exercises and comprehension questions from the learner reader. Teacher P and Teacher R similarly used the reader to support syllable reading, vocabulary development and comprehension activities, while Teacher S incorporated tracing, word formation and picture interpretation tasks into reading lessons. These observations suggest that teachers used the instructional materials not only as curriculum resources, but also as pedagogical tools to support structured reading instruction and learner participation during literacy activities.

Document review of the Room to Read Sepedi teacher guide further revealed structured lesson sequencing, including weekly literacy content, page references, vocabulary activities and guided reading tasks. The teacher guide appeared to provide teachers with clear instructional direction and organised lesson progression, enabling teachers to structure reading lessons systematically. Similar observations are made by Wolf (2018), who notes that structured teacher guides may support teachers in delivering more consistent and focused literacy instruction.

From a PCK perspective, the alignment between PD, teaching materials and classroom implementation reflects the integration of curriculum knowledge, instructional resources and pedagogical strategies. The findings suggest that PD supported teachers in using the Room to Read Sepedi materials effectively, thereby strengthening coherence between what was taught, how reading instruction was delivered and how learners engaged with literacy content in the classroom. This coherence appeared to support teachers in delivering structured reading lessons that focused on foundational literacy skills, including phonics, vocabulary, fluency and comprehension.

The findings further suggest that instructional coherence may play an important role in strengthening early-grade reading instruction within mother-tongue classrooms. When PD, literacy materials and classroom pedagogy are aligned, teachers may be better positioned to support learners’ literacy development systematically within the home language. In this way, the findings indicate that aligned instructional support may contribute to strengthening the literacy foundation required for later bilingual learning within MTBBE contexts.

Based on these findings, the study recommends sustained and structured PD to strengthen teachers’ capacity to teach reading in Sepedi and other indigenous African languages. Ongoing support through regular workshops, literacy-focused coaching and classroom-based mentoring may strengthen teachers’ ability to assess learner progress, identify reading difficulties and refine language-responsive instructional practices.

Professional development initiatives should further emphasise the integration of curriculum knowledge, literacy content knowledge and pedagogical strategies to support coherent and systematic mother-tongue reading instruction. Strengthening alignment between PD, literacy materials and classroom pedagogy may improve the quality and consistency of early-grade reading instruction within multilingual African language classrooms.

At a broader level, the findings point to the need for stronger institutional and policy support for indigenous African languages within literacy education. This includes improved alignment between curriculum policy, teacher education and classroom practice, as well as increased investment in African language teaching and learning materials. Continued development of language-specific literacy resources and teacher support programmes may strengthen the implementation of MTBBE and contribute to broader efforts aimed at promoting equitable literacy opportunities across multilingual African contexts.