Professional development of teachers in the digital era in public schools in South Africa

Abstract This study explored professional development of teachers in the digital era in public schools in South Africa. Teachers are required to consistently update their skills and knowledge through ongoing professional development. The literature highlights that teachers are required to integrate technology and adopt new teaching strategies to address learners’ needs in the digital age. As a result, it is imperative for teachers to become lifelong learners and continue to improve their skills and knowledge to master new teaching and learning in a digital context. The study used a qualitative approach to investigate how teachers experience professional teacher development in the digital era. Twenty teachers from Mpumalanga province in South Africa were purposively sampled to participate in the study. The findings of this study revealed that most teachers do not receive professional development in the digital context to assist them to adopt new teaching strategies in an increasingly digital world. Teachers themselves, lack digital skills and are not proficient with different software, and do not know how to manage technology-enhanced learning environments. This study recommends that teachers improve their skills to effectively teach both subject content and 21st-century skills by enrolling in suitable courses offered by higher education institutions. It is essential for teachers to be equipped with relevant knowledge and skills for effective teacher professional development. In addition, this study recommends that policy makers should revise the curriculum to incorporate technology, enabling subject advisors to provide targeted interventions and support that enhance teachers' capacity to adapt to new teaching strategies.