Abstract:
This paper explores the role of Continuous Professional Development (CPD) in developing
teachers’ competence in integrating technology into their practice to better understand the
provision of equitable and quality teaching and learning. Employing a phenomenological
research paradigm, underpinned by a hermeneutic phenomenological methodological research
design, data was collected from a purposive sample of 10 primary school teachers in the
Western Cape. Narrative and semi-structured interviews provided a rich and textured account
of the diverse ways in which teachers’ competence in technology integration was developed
by CPD. The data explication process applied, suggests that teaching and learning resources
were important factors in which CPD model participants were selected. However, teacher
agency exercised within structural and cultural conditions significantly shaped the effective
integration of technology in the diverse classroom context. This paper provides a more
nuanced understanding of the relationship between teacher context and CPD’s effect on
Technological Pedagogical and Content Knowledge
