Newly qualified teachers’ experiences of continuous professional development in addressing social cohesion in a Kraaifontein school

Abstract

face various and complex challenges in the classroom globally and locally. Policy and research call on Continuous Professional Development (CPD) and teachers to be agents of social cohesion to address this issue. This phenomenon remains central in a South African post-Apartheid context where violence and conflict are deeply woven into the fabric of South African society because of socio-cultural, political, and economic inequalities. Contextual, relevant and pedagogical strategies that address social cohesion are crucial in assisting Newly Qualified Teachers (NQTs) to meaningfully contribute to the development of socially cohesive spaces. This study aims to examine how NQTs experience CPD support that addresses social cohesion in their classrooms. The study discusses the factors that hinder social cohesion; the CPD provided to NQTs; and the advantages and disadvantages of CPD as perceived by NQTs. This is an interpretive qualitative study that explores the views of six teachers from one secondary school. The data was collected through semi-structured interviews, and analysed through thematic analysis. Findings suggest NQTs face various factors that hinder their social cohesion, such as lack of preparedness from Initial Teacher Education (ITE) programmes, burdensome school administrative demands, navigating a new school culture, and managing learner behaviour. Additionally, the findings show that NQTs receive formal CPD for content knowledge mostly and rely on informal CPD through mentorship for social cohesion. Furthermore, NQTs highlighted both advantages and disadvantages of CPD. The advantages of CPD in general, according to the findings are: improved content knowledge; improved teacher confidence and motivation. The disadvantages of CPD in general are: it is not tailored to personal context and needs; it provides little to no feedback and little to no meaningful interaction. However, the advantages of social cohesion-related CPD are: it is tailored to personal contexts and needs; it provides long-term feedback and meaningful interaction. The study therefore contributed to a better understanding of the CPD support provided to NQTs concerning social cohesion. Additionally, it added knowledge about what NQTs understand and experience about the support provided to them and it’s merit in supporting them to address social cohesion in schools.