Abstract
The study endeavoured to investigate the Professional Development Programmes (PDP) that enhance mathematics instruction in primary schools in Ekurhuleni District in Gauteng, South Africa. This study is framed within a situated learning theory using a qualitative research design phase, where focus group interviews were conducted and a standardized questionnaire was used. Data was analysed thematically. The following themes emerged on PD programmes in South Africa; the current types, their effectiveness, challenges highlighted by teachers, strategies to enhance them, the Department of Basic Education‟s policy on PD programmes and the school and individual level of PD programmes. As the Corona virus hit the world, it became clear that leaders had to move with speed and see that the academic year, especially in South Africa in all learning institutions would continue. As institutions shut down, learning had to somehow take place and resources were put in place to resource students with online learning and teaching, workshops for students done online, data supplied and even gadgets such as laptops offered to students so they could continue learning even under the circumstances. It was not possible though to achieve the “let no-one be left behind” slogan, due to many reasons, including corruption amongst government officials who slowed down the pace of resource distribution. The greatest observation was the need to narrow or eliminate the gap which was inherited many years ago perpetuated by the apartheid regime. In a nutshell, the themes and sub-themes made it possible to identify the good and barriers brought about by PDPs. Also, in the light of the findings, recommendations were presented that seek to answer the many questions that the study sought to find answers to. Future projections and suggestions and trajectories that the study might take were also mentioned. It was noted with sadness how our traditional instruction methods can be a handicap to the education sector and so it was recommended that the fraternity makes haste in adopting and embracing new effective PDPs that will equip teachers with skills to enhance mathematics instruction, even under the prevailing circumstances of the 5 Corona virus. As a researcher in this research report, it is my sincere hope that this study will raise interest and awareness amongst the policy makers of the sector to realize how essential it is to regard PDPs as the backbone to assisting teachers to assist learners to perform to their expectation and later compete with the global world and proudly raise the flag of South Africa.
M.Ed. (Mathematics)