ENHANCING RURAL LIFE SCIENCES TEACHERS’ PRACTICAL WORK COMPETENCIES THROUGH A COLLABORATIVE APPROACH TO TEACHER PROFESSIONAL DEVELOPMENT

This study explores how rural Life Sciences teachers' practical work competencies can be enhanced through a collaborative approach to teacher professional development.Practical work is central to the South African Life Sciences curriculum; however, many rural science teachers face challenges due to geographical isolation, resource constraints, and limited access to training.While the KwaZulu-Natal Department of Education offers workshops, these primarily target Grade 12 teachers and are aimed at addressing persistent matric underperformance.Diagnostic reports from 2020 to 2024 have consistently shown that most matric learners struggle with practical-based questions, reflecting a broader issue which may suggest that many Life Sciences teachers, particularly in rural areas, either do not conduct practical work or lack the necessary competencies.Also, existing workshops do not seem to adequately equip teachers with practical work skills suited to resource-limited contexts.Consequently, little is known about effective interventions for enhancing Life Sciences teachers' practical competencies, which are critical to improving learner outcomes.This participatory action research study explores whether a local university, in collaboration with education stakeholders, can contribute towards upskilling in-service Life Sciences teachers in rural schools, particularly those teaching Grades 10 and 11 by enhancing their practical work competencies.The results of the study showed that to support practical work competencies in rural contexts, professional development should (i) be collaboratively designed and responsive to local needs; (ii) include hands-on training with follow-up support; (iii) provide curriculum-aligned, low-cost resources; and (iv) foster peer networks for continued learning and reflection.The findings from the analysis reveals that long-term success depends on sustained partnerships between universities, schools, and education departments, with teachers actively contributing to shaping and improving professional development workshops.