Impact of professional teacher development programme on senior phase Mathematics teaching and learning: Perceptions of Mathematics teachers in Tshwane North District


  • Tlapi Mashadi, Gabriel Kapfidze, Khashane Stephen Malatji


Professional development, Professional Teacher Development Programme, Mathematics, education, learning


This study explored the perceptions of Senior Phase Mathematics to establish the impact of the Professional Teacher Development Programme (PTDP) for Mathematics teachers attending the Mathematics programme designed for Mathematics, Science and Technology teachers (MST). The study adopted qualitative approach with interpretive paradigm. With regard to research design, Case study was used. Population consisted of 120 Mathematics teachers who attended Professional Teacher Development in Tshwane North District. Purposive sampling was employed to select fifteen senior phase Mathematics teachers in Hammanskraal Circuit schools in Tshwane North District. This study adopted Brookfield's (2000) lenses on evaluation as a theoretical framework to evaluate the impact PTDP on teaching and learning. Data was collected through individual semi-structured interviews and analyzed through thematic approach. The findings showed that Mathematics teachers recognize the impact of PTDP in broadening their pedagogical and content knowledge, teaching skills and strategies to improve Mathematics learners' success in Mathematics.The study concluded that Mathematics teachers have a positive perception of their professional development even though they are not involved adequately in the planning and organization of the PTDPs. The study recommended that learning in PTD programmes need to focus on the subject matter and developing teaching methods or pedagogy used by the teacher within the classroom.