Zwelijongile Gaylard Baleni, Andrea Mqondisi Buka, Clever Ndebele


Higher Education (HE) institutions have to provide support to Academic Staff Development (ASD) through policies, funding and strategies that afford lecturers opportunities to attend ASD disciplinary-based and professional training. Upgrading the nature of teaching and learning is a key strategy in HE and that responsibility lies with Higher Education institutions that identify with the innovative nature of teaching and learning. Good teaching is not an accident, it is achieved through continuous engagement and enhancement of lecturers on both content and innovative pedagogical skills. Such skills need to be horned continuously to close gap in lecturers’ gap and Pedagogical Content Knowledge (PCK) suits that approach.  This study was grounded on principles of Pedagogical Content Knowledge (PCK).  It was conducted in one university campus comprising of two sites in the Eastern Cape in South Africa. A purposive sample of 51 academics was used for data collection. Content analysis was used to identify emerging themes from the interview responses. The findings showed that lecturers regard ASD as enhancing quality teaching and empowering lecturers to improve their lecturing skills and responsibilities.


academic staff development; good teaching; pedagogical content knowledge

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