How mismatched teacher training is failing South Africa's under-resourced classrooms

Daily Maverick spoke to educators across different settings to understand the gap between the academic training they receive and the practical realities of teaching in the classroom.

Bulelwa Nhase, a Grade 8 teacher at a public school in Khayelitsha, highlighted the frustration many teachers feel. 

“It’s really just disconnected,” she says, referring to the training workshops she’s attended. “The workshops cater mainly to Model C schools, and our reality, as black public schools, is often overlooked. The tools they give us sound good in theory, but in practice they don’t always work in our environment.”

Nhase teaches social sciences, which requires students to grasp complex vocabulary and reading-heavy content. For many of her learners, literacy is a significant barrier. 

“If you look at the stats, our learners can’t read for meaning and understanding,” she said. “Teaching them in English is incredibly difficult, as it’s not their mother tongue. I often find myself using isiXhosa to explain, but they’re still assessed in English. How can we expect them to succeed if they don’t understand the instructions?”

Nhase’s experience highlights a key challenge: the lack of preparation to teach in under-resourced, multilingual classrooms. Research into South Africa’s teacher training programmes points to a persistent mismatch between what teachers are taught in universities and the realities they face in the classroom. Novice teachers, especially those working in schools with high levels of violence, overcrowding, and socioeconomic challenges, often feel overwhelmed by classroom management, student behavior, and diverse learning needs.

For many teachers, this “reality shock” is overwhelming. Studies show that many enter the profession with gaps in subject knowledge, particularly in literacy and mathematics, directly affecting their ability to teach effectively. The training they receive is often heavily focused on pedagogy — teaching methods — yet lacks the practical skills needed to address real classroom challenges. 

“The theory from university doesn’t always apply to what’s actually happening in schools,” says Nhase. “What we learned in varsity is completely disconnected from the reality we face in the classroom. You need to be a social scientist, a psychologist, and a lawyer all rolled into one.”

Recent findings from the Department of Basic Education’s 2022 South African Systemic Evaluation reveal a concerning reality for the country’s learners. The study highlighted that 37% of Grade 3 students require extensive support with reading, and 43% need targeted assistance. In Grade 9, nearly 30% of students are struggling with basic literacy. These statistics underscore a critical issue: while much attention is focused on student outcomes, the teachers who must navigate these challenges deserve equal consideration.

Educators often face overcrowded classrooms, diverse learning needs, and a lack of resources, all while being expected to meet high academic standards. Despite efforts to improve educational outcomes, the quality of education in South Africa remains a significant challenge, exacerbated by socioeconomic and geographical disparities. Research increasingly points to the effectiveness of teacher training programmes as a key factor in addressing this challenge. However, while these programmes aim to equip educators with essential skills, the translation of these competencies into effective classroom practice and improved student outcomes remains inconsistent. Furthermore, concerns persist about the alignment of training content with actual classroom needs, the sustainability of training effects, and the adequacy of post-training support for teachers.

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