Abstract
This qualitative study investigates the professional development needs of Life Sciences teachers for the effective implementation of formative assessment in South African Further Education and Training (FET) classrooms. Although formative assessment is widely recognised as a powerful approach for improving teaching and learning, many Life Sciences teachers struggle to implement it effectively because existing professional development opportunities are often generic, infrequent, and insufficiently tailored to the specific demands of the subject. Limited research has specifically examined the professional development needs of Life Sciences teachers in the South African FET phase, creating a significant knowledge gap. Grounded in Guskey's Model of Teacher Change and situated within an interpretivist paradigm, the study employed a qualitative case study design using semi-structured interviews with six Life Sciences teachers from the uMkhanyakude District. Thematic analysis revealed four key findings: limited conceptual understanding of formative assessment; inadequate professional development opportunities; contextual barriers such as large class sizes, time constraints, and resource shortages; and teachers' strong desire for continuous, collaborative professional growth. The study concludes that teachers require subject-specific, sustained, and context-sensitive professional development to bridge the gap between theoretical understanding and classroom practice. The establishment of professional learning communities and mentorship structures is recommended to enhance teacher confidence and improve learner outcomes in Life Sciences education.