Exploring Grade 4 Mathematics Teachers' Experiences in Pedagogical Competence Development: A Phenomenological Study

This study explored the development of pedagogical competence among Grade 4 mathematics teachers in South Africa, addressing the critical gap between content knowledge and effective teaching strategies. Employing a qualitative phenomenological approach, data was collected through systematic observations of 65 teachers and semi-structured interviews with 8 participants from the Chris Hani East Education District. The analysis identified four key themes: the necessity of contextually relevant professional development, pedagogical transformation, implementation and adaptation and barriers, and the importance of ongoing support mechanisms. The findings reveal that targeted professional development programs incorporating these pedagogical strategies significantly enhance teachers’ confidence and effectiveness. This supports existing literature emphasising the need to bridge the gap between content knowledge and pedagogical skills, particularly in mathematics education, which is foundational for STEM disciplines. The study contributes valuable insights into effective professional development practices that can improve teaching outcomes and student engagement in mathematics. By addressing systemic challenges such as resource scarcity and inadequate training, this study aims to inform educational stakeholders and policymakers about the importance of tailored professional development initiatives, ultimately benefiting student learning and fostering a deeper appreciation for mathematics in South Africa.