The Participation of Rural School Teachers in Continuing Professional Teacher Development

Abstract

This chapter evaluates rural teachers’ participation in continuing professional teacher development (CPTD) by investigating the enablers and constraints for rural secondary school teachers in two rural education districts in KwaZulu-Natal and Limpopo. The chapter is underpinned by Vygotsky’s (1978) theory of social constructivism, which is grounded in the understanding that knowledge is constructed in a social context where learning occurs through discourse with others. A qualitative research design was adopted to collect data from 16 rural teachers in two districts and provinces of South Africa. Two sets of focus group discussions were conducted with teachers to determine the nature of the participation of teachers from rural backgrounds in continuing professional development (CPD) and how it enables them to perform their teaching responsibilities better. We analysed data using an inductive thematic framework following the approach of Braun and Clarke (2006). The following four themes emerged from the analysis, which highlights the factors that enhance the participation of teachers in CPTD and the provision of quality CPTD programmes: teachers’ understanding of the concept of CPTD, access to a variety of CPTD activities, CPTD implementation gaps, and the needs of the teachers. Findings revealed that a significant number of teachers feel that CPTD has not been adequately introduced to them, and not all teachers have been allowed to attend these preparatory workshops. This study concluded that if orientation to CPTD is done correctly, it will enable all teachers to realise that their current practice is insufficient, and they will see the need to improve performance. Addressing constraints identified and strengthening the enablers will ensure that the programme is implemented effectively and yields the desired outcomes.