Abstract:

The need for In-service education and training (INSET) for teachers in this rapid changing world, and particularly in the education system, cannot be overemphasised. The provision of INSET has become necessary in order to bring practising teachers at par with the changing demands of the curriculum which emanates from the changing needs of the society. It is also to improve the content knowledge and instructional strategies of teachers. This study is aimed at investigating the nature and quality of INSET programmes organised for Further Education and Training (FET) mathematics teachers in Taung area, in the North West Province of South Africa. The qualitative approach is used in this case study and the data collected were analysed through inductive content analysis. The study found the following areas to be challenging and problematic: identifying the developmental needs of teachers, monitoring of teachers after training sessions and supervision of teachers. The study recommends that the developmental needs of teachers be identified at school level and subject specialists to monitor and supervise teachers after training sessions.

Keywords:

In-service education and training (INSET), mathematics teachers, content knowledge, instructional strategy.