Implementing continuing professional teacher development: policy and practice

Abstract

It is important for South African teachers to be appropriately equipped to meet the growing needs and challenges of the country. The dire need for suitably qualified teachers is addressed in South Africa’s National Policy Framework for Teacher Education and Development. This article attempts to address the problem of how Continuing Professional Teacher Development (CPTD), as stipulated by the National Policy Framework, can be implemented to create a collaborative learning culture in schools. The article uses the conceptual frameworks for collective learning to interpret the literature and the findings.