Exploring Continuing Professional Teacher Development for Mathematics Teachers in South Africa: Needs, Providers, and Implications for Skills Planning
Keywords:
Skills planning; CPTD; subject knowledge; teachers’ needs; professional growthAbstract
In South Africa, mathematics education faces challenges due to curriculum changes, technology integration, and pedagogical gaps, necessitating effective continuing professional teacher development (CPTD) for teachers. This study explores mechanisms for identifying the CPTD needs of mathematics teachers and key role players/providers, identifying misalignments in the system to enhance teaching quality and student outcomes. This study adopted a qualitative interpretivist paradigm with a phenomenological design. Data were collected through semi-structured interviews with 29 departmental officials representing nine provinces, the Department of Basic Education, the Department of Higher Education and Training, and the South African Council for Educators. Thematic analysis, guided by Braun and Clarke’s (2006) six-step approach, was applied to the interview transcripts to identify recurring patterns and key themes related to teachers’ professional development needs and the roles of CPTD providers. Framed by Wenger’s social learning theory and Shulman’s pedagogical content knowledge framework, unreactive approaches and resource strains were identified, implying needs for proactive skills planning. The findings revealed that CPTD needs are identified through learner performance analysis, teacher feedback through pre/post-tests, and provincial curriculum priorities focusing on topics like trigonometry and Euclidean geometry. CPTD providers included provincial education departments, national education bodies, universities, non-governmental organisations, and associations, like the Association for Mathematics Education of South Africa, with collaborative yet inconsistent structures leading to uneven provision. The findings of this study can be used to inform policy reforms designed to bridge gaps and foster collaborative mathematics development, ultimately advancing equity in mathematics education and South Africa’s economic goals. In conclusion, an integrated national CPTD framework is essential for equitable professional growth.
https://doi.org/10.26803/ijlter.24.11.8
References
Abiddin, N., Ibrahim, I., & Aziz, S. (2022). Non-governmental organisations (NGOs) and their part towards sustainable community development. Sustainability, 14(8), 4386. https://doi.org/10.3390/su14084386
Ampo, W. M. G., Ayuban, A. R., Avellaneda, S. L. A., & Go, D. T. (2025). Exploring teachers’ lived experiences in integrating ChatGPT in classroom practices. International Journal of Education and Emerging Practices, 1(1), 17–28. https://doi.org/10.63236/injeep.1.1.2
Ampo, W. M. G., Rullen, M. S. M., Deguit, E. O., Perocho, R. V., & Romero, P. J. B. (2025). From traditional school to virtual classroom: Students’ lived experiences on blended learning implementation. International Journal of Education and Emerging Practices, 1(2), 1–15. https://doi.org/10.63236/injeep.1.2.1
Asaba, M. (2023). The importance of teaching expertise research for L2 teaching contexts. The Language Teacher, 47(1), 16–19. https://doi.org/10.37546/jalttlt47.1-3
Blignaut, S. (2020). Transforming the curriculum for the unique challenges faced by South Africa. Curriculum Perspectives, 41, 27–34. https://doi.org/10.1007/s41297-020-00104-6
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cassity, E., & Wong, D. (2022). Teacher development multi-year studies: Insights on the challenges of data availability for measuring and reporting on student learning outcomes. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-677-2
Chikola, D., Vandervieren, E., Nkhata, B., & Nalube, P. (2025). Professionalisation of mathematics teacher educators: Methodology for a case study of a higher education institution in Zambia. British Journal of Multidisciplinary and Advanced Studies, 6(2), 104-117. https://doi.org/10.37745/bjmas.2022.04284
Copur-Gencturk, Y., & Tolar, T. (2022). Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills. Teaching and Teacher Education, 115, 103696. https://doi.org/10.1016/j.tate.2022.103696
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
Cross, M., Mungadi, R., & Rouhani, S. (2002). From policy to practice: Curriculum reform in South African education. Comparative Education, 38, 171–187. https://doi.org/10.1080/03050060220140566
Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12–25. https://doi.org/10.1016/j.tate.2013.03.001
Driel, J., & Berry, A. (2017). Developing pre-service teachers’ pedagogical content knowledge. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 561–576). SAGE. https://doi.org/10.4135/9781526402042.n32
Elias, T., & Iramba, F. (2022). Teachers’ perceptions of multiple trade unions in promoting professional development among teachers. Journal La Edusci, 3(4), 127-135. https://doi.org/10.37899/journallaedusci.v3i4.735
Farnsworth, V., Kleanthous, I., & Wenger-Trayner, E. (2016). Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64, 139–160. https://doi.org/10.1080/00071005.2015.1133799
Gamba, M. A., & Deri, R. A. (2023). Mathematics process skills of teachers through continuing professional development (CPD). International Journal of Science and Research, 12(5), 1740-1746. https://doi.org/10.21275/sr23519220821
Galope, G., & Gumanoy, R. (2025). Mathematics mastery through innovative pedagogical approaches. International Journal of Research and Innovation in Applied Science, 10(2), 442-452, https://doi.org/10.51584/ijrias.2025.10020040
Ghunio, A., Niamatullah, & Shaikh, N. (2023). The Influence of Continuing Professional Development (CPD) on the Teaching Approaches of secondary School teachers in District Sukkur, Sindh, Pakistan. Pakistan Languages and Humanities Review, 7(2), 730–739. https://doi.org/10.47205/plhr.2023(7-II)65
Hunter, R., Hunter, J., Jorgensen, R., Choy, B. H. (2016). Innovative and powerful pedagogical practices in mathematics education. In: Makar, K., Dole, S., Visnovska, J., Goos, M., Bennison, A., Fry, K. (Eds.), Research in mathematics education in Australasia 2012-2015 (pp. 213-234). Springer. https://doi.org/10.1007/978-981-10-1419-2_11
Jacob, R., Hill, H., & Corey, D. (2017). The impact of a professional development program on teachers’ mathematical knowledge for teaching, instruction, and student achievement. Journal of Research on Educational Effectiveness, 10, 379–407. https://doi.org/10.1080/19345747.2016.1273411
Jeschke, C., Kuhn, C., Heinze, A., Zlatkin?Troitschanskaia, O., Saas, H., & Lindmeier, A. (2021). Teachers’ ability to apply their subject-specific knowledge in instructional settings—A qualitative comparative study in the subjects mathematics and economics. Frontiers in Education, 6, 683962. https://doi.org/10.3389/feduc.2021.683962
Jojo, Z. (2019). Mathematics education system in South Africa. In Gilson Porto Jr. (Ed.), Education systems around the world. IntechOpen. https://doi.org/10.5772/intechopen.85325
Khanal, B. (2021). Role of teachers’ union in professional development of teachers in the public universities of Nepal. Rupantaran: A Multidisciplinary Journal, 5(1), 1–13. https://doi.org/10.3126/rupantaran.v5i01.39822
Knaack, P. (1984). Phenomenological research. Western Journal of Nursing Research, 6, 107–114. https://doi.org/10.1177/019394598400600108
Li, W. (2022). Innovating the construction and management of the teaching faculty in colleges and universities. Education Reform and Development, 4(1), 40–44. https://doi.org/10.26689/erd.v4i1.4145
Luneta, K. (2022). The critical role of continuous professional development for teachers in Africa. African Journal of Teacher Education and Development, 1(1), a2. https://doi.org/10.4102/ajoted.v1i1.2
Lyon, M. A. (2022). Current perspectives on teacher unionization, and what they’re missing. Educational Policy, 37(5), 1420–1443. https://doi.org/10.1177/08959048221103798
Mahlambi, S., Van Den Berg, G., & Mawela, A. (2023). Exploring the use of assessment for learning in the mathematics classroom. Journal of Education, 89, 22–34. https://doi.org/10.17159/2520-9868/i89a02
Masha, A., Mashologu, W., Baidoo, J., Kumanda, N., Makena, B., Kasumba, H., & Mutesasira, G. (2025). Supporting Intermediate-Phase Mathematics Teachers to Improve Learners’ Mathematics Performance through Continuous Professional Teacher Development. Journal of Education and Learning Technology. https://doi.org/10.38159/jelt.2025655
Mbhiza, H., & Jojo, Z. (2024). Pedagogical and social transformations in post-apartheid mathematics education. Interdisciplinary Journal of Sociality Studies, 4(s1) 1-2. https://doi.org/10.38140/ijss-2024.vol4.s1.01
McKeever, M. (2017). Educational Inequality in Apartheid South Africa. American Behavioral Scientist, 61, 114 - 131. https://doi.org/10.1177/0002764216682988
Mdhlalose, D., & Mlambo, G. (2023). Integration of technology in education and its impact on learning and teaching. Asian Journal of Education and Social Studies, 47(2), 54–63. https://doi.org/10.9734/ajess/2023/v47i21021
Mpungose, C. (2020). Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African context. The International Journal of Higher Education, 10, 116. https://doi.org/10.5430/ijhe.v10n2p116.
Muyco, D. (2025). The influence of technology integration on the academic performance of upper primary education learners in mathematics. International Journal of Social Sciences and English Literature, 9(4), 23–28. https://doi.org/10.55220/2576683x.v9.394
Mwila, K., Namuchana, M., Lufungulo, E. S., Chinemerem, O. G., Mudenda, S., Mangwatu, D., Nangandu, C., & Hikaambo, C. (2022). Teachers’ continuous professional development (CPD) in Southern African Development Community (SADC): A review of policies, approaches and implementation strategies in enhancing teacher competences. International Journal of Education Humanities and Social Science, 5(1), 104–124. https://doi.org/10.54922/IJEHSS.2022.0349
Neubauer, B., Witkop, C., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8, 90–97. https://doi.org/10.1007/s40037-019-0509-2
Nguyen, L., & Habók, A. (2023). Tools for assessing teacher digital literacy: a review. Journal of Computers in Education, 1 - 42. https://doi.org/10.1007/s40692-022-00257-5.
Niu, H. (2025). How do teacher unions frame professionalism discourses in contemporary socio-political contexts? A systematic literature review. Cambridge Journal of Education, 55, 287 - 310. https://doi.org/10.1080/0305764X.2025.2486982
Niyibizi, O., & Mutarutinya, V. (2024). Enhancing learning outcomes in mathematics education through innovative assessment methods and timely feedback. Journal of Mathematics and Science Teacher, 4(3), em064. https://doi.org/10.29333/mathsciteacher/14584
Njenga, M. (2022). Teacher participation in continuing professional development: A theoretical framework. Journal of Adult and Continuing Education, 29, 69–85. https://doi.org/10.1177/14779714221123603
Nhlumayo, B., & Chikoko, V. (2022). Continuing Professional Teacher Development CPTD in South Africa in the time of COVID-19: Evidence from a school cluster in a rural context. Alternation, 29(1). https://doi.org/10.29086/2519-5476/2022/v29n1a5
Pongra?i?, L., Maras, A., & Marinaca, A. (2022). The correlation between motivation by grades and by learning. Journal of Educational Sciences & Psychology, 12(74), 84–94. https://doi.org/10.51865/jesp.2022.2.10
Rafiepour, A., & Farsani, D. (2021). Cultural historical analysis of Iranian school mathematics curriculum: The role of computational thinking. Journal on Mathematics Education, 12(3), 411–426. https://doi.org/10.22342/jme.12.3.14296.411-426
Saksono, S. T., Hanifa, S., Inayati, R., Harits, I. W., Suryani, S., Roifah, M., & Puspitasari, D. (2025). A dialogic path to literary mastery: Implementing Socratic seminar in university-level literature classes. International Journal of Education and Emerging Practices, 1(1), 1–16. https://doi.org/10.63236/injeep.1.1.1
Serin, H. (2023). The integration of technological devices in mathematics education: A literature review. International Journal of Social Sciences & Educational Studies, 10(3), 54–62. https://doi.org/10.23918/ijsses.v10i3p54
Smith, S., Hayes, S., & Shea, P. (2017). A critical review of the use of Wenger’s community of practice (CoP) theoretical framework in online and blended learning research, 2000–2014. Online Learning, 21(1), 209–237. https://doi.org/10.24059/olj.v21i1.963
Smith, T. (2006). Becoming a teacher of mathematics: Wenger’s social theory of learning perspective. In MERGA 29: Identities, cultures and learning spaces (pp. 619-622). Mathematics Education Research Group (MERGA). https://researchoutput.csu.edu.au/en/publications/becoming-a-teacher-of-mathematics-wengers-social-theory-of-learni
Sowndappan, K. (2023). Practice level in the implementation of professional learning communities in improving the quality of teaching among mathematics teachers. Journal of Language and Linguistics in Society, 3(2), 1–8. https://doi.org/10.55529/jlls.32.1.8
Star, J. (2023). Revisiting the origin of, and reflections on the future of, pedagogical content knowledge. Asian Journal for Mathematics Education, 2, 147–160. https://doi.org/10.1177/27527263231175885
Stovner, R., & Klette, K. (2022). Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms. Teaching and Teacher Education, 109, 103593. https://doi.org/10.1016/j.tate.2021.103593
Tetteh, A. K., Amakye, E., Asori, C. A., & Mohammed, U. (2025). Application of multimodal instructional technique in enhancing biology students’ understanding of concepts and retention of knowledge of photosynthesis in Nifa SHS, Ghana. International Journal of Education and Emerging Practices, 1(1), 29–53. https://doi.org/10.63236/injeep.1.1.3
Tibane, C., Neo, M., Phanuel, M., & Peter, M. (2024). Examining the Effect of Resource Constraints on Teaching and Learning of Grade 12 Mathematics in Gauteng Community Learning Centres. International Journal of Learning, Teaching and Educational Research, 23(10), 453-474. https://doi.org/10.26803/ijlter.23.10.22.
Vale, P., & Graven, M. (2023). Strategies implemented by South African teachers to ensure continuing mathematics education during COVID-19. ZDM–Mathematics Education, 55(1), 163–176. https://doi.org/10.1007/s11858-022-01408-9
Ventista, O., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8, 100565. https://doi.org/10.1016/j.ssaho.2023.100565
Wei, Y., Zhang, Q., & Guo, J. (2022). Can mathematical modelling be taught and learned in primary mathematics classrooms? A systematic review of empirical studies. Education Sciences, 12(12), 923. https://doi.org/10.3390/educsci12120923
Whitney-Smith, R., Hurrell, D., & Day, L. (2022). The role of mathematics education in developing students’ 21st century skills, competencies and STEM capabilities. Mathematics Education Research Group of Australasia. https://files.eric.ed.gov/fulltext/ED623713.pdf
Van Der Merwe-Muller, L., & Dasoo, N. (2021). South African teachers’ experiences of continuous professional teacher development: Connections and disconnections. South African Journal of Education, 41(4), 1–10. . https://doi.org/10.15700/saje.v41n4a1919.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Lebohang Victoria Mulaudzi, Moeketsi Mosia
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
