The South African experience of teacher development aimed at professional growth has encountered significant challenges. Despite implementing various support programs within schools, there is limited evidence of meaningful professional development for teachers, as reflected in persistently low student performance outcomes. The effectiveness of specific intervention strategies in enhancing students’ learning outcomes in Life Sciences (LS) remains ambiguous. This study, situated within an interpretive paradigm, employed a qualitative research approach to investigate the potential for collaboration between rural schools and educational stakeholders in the Umkhanyakude District of South Africa. Data was collected through open-ended questionnaires and semi-structured interviews with ten purposively selected teachers. Thematic analysis was applied to the qualitative data, guided by Community Participation Theory, to evaluate the viability of collaborative efforts between schools and educational stakeholders in upskilling in-service LS teachers in rural contexts. The findings identified several challenges, including negative attitudes among teachers toward Life Sciences and a lack of resources in rural schools. Additionally, teachers underscored an urgent need for collaborative professional development that involves subject matter experts and education department officials for effective support. This paper advocates for engaging a broader spectrum of educational stakeholders as essential to enhancing and sustaining the quality of science teaching and learning in rural schools. By identifying successful practices and areas for improvement, this research contributes to the broader discourse on equitable and effective teacher education, ultimately enhancing the teaching and learning of Life Sciences in rural schools. Keywords: Collaboration, Life Science Education, Rural Schools, Teacher Professional Development
Ndwandwe et al. (Wed,) studied this question.