Abstract:

In-service teacher education is a priority in the field of teacher professional development in South Africa. Increasingly, in-service teacher education is being used as a model to professional development in serving teachers redesign their technological developments to transform teaching approaches. This is in part, because the majority of in-service teacher education programs seem to be lacking major intentions to provide the necessary knowledge and skills to integrate technology effectively in teaching and learning. The majority of teachers are still not familiar with their use. This paper employed a quantitative survey case study approach to investigate the teacher knowledge and skills of technology. Using a survey data (N=27) primary school teachers from two provinces of South Africa, this article discusses how in-service teacher education function to provide the participating teachers with a set of opportunities to learn. The author argues that it is not merely the existence of the in-service teacher education that provides the opportunity for effective professional development, but that it is individual and collective teacher attitudes and willingness to improve or change their beliefs.

Keywords:

In-service teacher education, knowledge, skills, technology integration.