Abstract
The advent of the Fourth Industrial Revolution (4IR) is mainly characterised
by extraordinary technological advances that come with fundamental changes
in the way we live, work and relate. These changes are influencing all aspects
of our life, particularly the education space by way of challenging traditional
principles of teaching and learning. Education systems the world over are
preoccupied with strategies that speak to advancements in curricula
transformation and development to meet the 4IR demands. The role of the
teacher is set to change dramatically in future classrooms in order to keep
pace with the technological advances and skills required for the 21st-century
learner. This chapter argues that a parallel discussion that considers the role
of teacher professional development in response to these new dynamics is
necessary. The purpose of this chapter is to consider how the 4IR has and will
continue to influence the role of teacher professional development in the South African public schooling context. Currently, the field is imbued with
various forms and content challenges that make it difficult to provide
meaningful experiences of teacher learning. Using a critical review of literature,
this chapter interrogates the opportunities and challenges of teacher
professional development in South Africa ahead of the 4IR.