Teachers' Voices on Their Professional Learning and LearningOpportunities in the South African Reform Context

Abstract

This qualitative study sought to capture purposively selected teachers' views on the reform curriculum they are expected to teach, their content knowledge and pedagogical content knowledge implied by this curriculum, their accounts of the professional learning they experience, and the ways their professional learning experiences do and don't facilitate their learning. Drawing on various elements of case study research designs, the study focused on six teachers from different school settings in one of the provinces in South Africa. Through a cross-case analysis approach, the study indicated that teachers have a clear understanding of the reform curriculum they are to teach, and awareness of the knowledge base of their subjects. This awareness is largely influenced by the conditions that date back to the era before the education reform context. The study also showed views of teachers on the professional development programs that work or do not work to enhance their professional learning.