Abstract:

Quality education requires quality training internationally and nationally. Professional development of staff for student learning is thus essential in a fast- changing, complex, globalised knowledge environment. This paper explores how one open-distance learning (ODL) university in South Africa plansprofessional development for the training of undergraduate teachers to improve teaching practices, leading to students learning more. Using a qualitative research paradigm and a phenomenological design, data were collected from six purposely selected, fourth-year undergraduate student teachers and analysed according to Giorgi’s phenomenological methods. The results confirm previous studies, for the participants felt that it was important to establish communities of practice within their individual subject areas, to enable them to share their experiences and maintain their passion for teaching. This study recommends that the IT support personnel in the Department of Basic Education, provides learning materials needed by schools and assist in the training of teachers for quality training

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