Reimagining mathematics and science teacher preparation: a communities of practice framework enhancing mathematics and science instruction in South African schools

This study proposes a Communities of Practice (CoP) framework to address the declining performance and engagement in Mathematics and Science education within South African secondary schools. Through a literature review and thematic analysis, the research identifies five critical elements for effective teacher development, emphasizing situated learning, sustained collaboration, integrated knowledge, teacher agency, and ongoing support.

Why it matters

Improving teacher preparation and development frameworks for critical subjects like Mathematics and Science has direct implications for national educational outcomes and human capital development. Addressing declines in these areas can foster a more skilled workforce and enhance a country's competitive standing in innovation and technology.

Key insights

• Effective Mathematics and Science teacher development relies on situated learning within authentic school contexts.
• Sustained collaboration among educational stakeholders is crucial for enhancing teacher preparation.
• Integration of content and pedagogical knowledge through reflective practice is a key element.
• The development of teacher agency is identified as essential for professional growth.
• Ongoing professional learning and support systems are fundamental for teacher effectiveness.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1905525