Exploring Mathematics Teachers' Professional Development: Embracing the Fourth Industrial Revolution

Abstract

Exploring aspects that promote teachers' professional development is the key to improve and sustain teachers' development at universities. Additions to Curriculum and Assessment Policy Statement documents together with our entry into the Fourth Industrial Revolution require a transformation in teachers' pedagogy. To equip learners with 21st century skills, it is quintessential for teachers to keep abreast with new educational trends, pedagogies and its accompanying pedagogic tools. We therefore argue that teachers' professional development serves as leverage for teachers to embrace new pedagogies, innovative practice and create learning opportunities. This study, which explored mathematics teachers' professional development within the Fourth Industrial Revolution at a university in Kwa Zulu Natal, embraced a qualitative approach. The study was framed using Koehler and Mishra's technological pedagogical content knowledge framework. Data was generated from 24 participants via workshops, a questionnaire and semi-structured interviews. Data analysis employed thematic coding. The findings provide a glimpse of what is valued, enabling or constraining mathematics teachers with respect to their professional development. Globally, these findings provide new insights on mathematics teachers' professional development experiences and needs in terms of blended teaching and learning with regard to data handling, data coding and analytics in preparation for the fourth industrial revolution.