Abstract
This PhD research explores the efficacy of a digital educational model in enhancing Mathematics teachers' content knowledge, motivation (self-determination and implicit theory of intelligence/mindset), pedagogic content knowledge, and self-efficacy. Utilising a mixed-methods approach with a case study, the research was conducted over two school terms with Primary Mathematics teachers across four South African provinces. Quantitative data were gathered from participants through online pre- and post-assessments, while qualitative insights were obtained from semi-structured interviews with a subset of eight participants, who also completed a mindset questionnaire.The analysis of the quantitative data indicated significant improvements in assessment scores, with an average increase exceeding 8% in the participants' mathematics content knowledge. Specifically, Term 1 showed a 6.86% improvement, and Term 2 demonstrated a 12.54% increase. Statistical tests confirmed these improvements as significant, with various predictors of success including time on task (hours spent on activities), age (in years), and experience (years), though gender and home language had no notable effect.
The qualitative data, analysed through Reflexive Thematic Analysis, from transcripts linked to findings from the Mindset Questionnaire, underscored positive feedback from participants regarding gains in content knowledge, professional development desires, and effective ICT use for lesson preparation. Participants expressed motivation driven by self-development, interest in ICT, and a commitment to improving learner outcomes.
Overall, these findings indicate that self-regulated online professional courses could effectively address the challenges of in-service teacher training in South Africa and by extension, other parts of the Global South. The research supports Guskey's model of professional development (Guskey, 2000), showing that enhancing content knowledge can improve teachers' confidence and motivation, thus boosting their teaching practices. The study underscores the potential of E-Learning as a flexible, accessible alternative to traditional training, crucial for teacher development in South Africa (Muller & Hoadley, 2019; Spaull, 2015). It addresses the need to improve teachers' content and pedagogical content knowledge (Taylor, 2021; 2019) while overcoming barriers related to remote schools and limited access to training (Govender, 2018; Du Plessis & Mestry, 2019; DBE, 2015).
| Date of Award | 18 Dec 2025 |
|---|---|
| Original language | English |
| Awarding Institution |
|
| Supervisor | Sherria Hoskins (Supervisor) & Wendy Sims-Schouten (Supervisor) |