Discover 7 practical skills South African teachers can develop in 2026, including literacy, numeracy, inclusive education, digital teaching and professional collaboration.
Teacher development in South Africa in 2026 is receiving renewed attention as the country works to improve teaching quality and learner performance.
Teachers play an important role in helping children learn to read, understand mathematics, solve problems and develop confidence.
However, teaching is constantly changing. Classrooms have different learning needs, technology is becoming more common, and educators must continue finding practical ways to support learners.
In 2026, the Department of Basic Education (DBE) placed a strong focus on literacy, numeracy, inclusive education and professional teacher development.
But what does teacher development involve? And which skills should South African educators focus on?
This guide explores seven practical skills that teachers can strengthen to improve their classroom practice.
1. Teacher Development in South Africa 2026: What Are the Priorities?
During its 2026/27 budget announcement, the Department of Basic Education identified teacher development as an important part of improving education.
The department announced that 10,000 Foundation Phase teachers would receive targeted training in literacy and numeracy during 2026/27.
This training is linked to wider efforts to strengthen foundational learning and the National Reading Literacy Strategy.
In October 2026, the DBE also highlighted the importance of supporting educators through professional learning, inclusion and mother tongue-based bilingual education.
The message is clear: improving education requires ongoing support for the people who teach South Africa's children.
Strong teaching skills can help learners build stronger foundations for future learning.
2. Why Is Professional Teacher Development Important?
Teacher development is about improving the knowledge and practical skills educators use in their everyday work.
It is not only about completing qualifications or attending workshops.
It can also involve learning from colleagues, trying new classroom methods and improving existing skills.
For example, a teacher may understand a subject well but still need different ways to explain a difficult concept.
Another teacher may want to improve how they support learners who struggle with reading.
Professional development can help teachers:
Strengthen lesson planning
Improve subject knowledge
Support different learning needs
Use assessment results more effectively
Build confidence in new teaching methods
Improve classroom communication
Learn from other educators
The most useful professional learning should lead to practical improvements in the classroom.
3. Seven Practical Skills Teachers Can Develop in 2026
Skill 1: Teaching Reading and Literacy
Reading is one of the most important foundations for education.
Learners who struggle to understand written information may also find other subjects difficult.
Teachers can strengthen their literacy teaching by focusing on:
Letter and sound recognition
Vocabulary development
Reading fluency
Listening and speaking
Reading comprehension
For example, a Foundation Phase teacher could read a short story and ask learners to explain what happened in their own words.
This activity helps learners develop understanding rather than simply repeating information.
Practical tip: Include questions that encourage learners to explain the meaning of a story.
Skill 2: Strengthening Numeracy Teaching
Numeracy involves understanding numbers and using them to solve problems.
In the early grades, learners need opportunities to practise counting, recognising patterns and understanding basic calculations.
Teachers can use everyday objects to explain mathematical ideas.
For example, learners can count bottle tops, sort objects by size or use drawings to solve simple problems.
These activities help connect mathematics to everyday experiences.
Teachers should also practise explaining concepts in different ways.
A learner who struggles with written calculations may understand better when using objects or pictures.
Skill 3: Supporting Inclusive Education
South African classrooms include learners with different abilities, languages and backgrounds.
Inclusive education focuses on helping learners participate meaningfully in classroom activities.
Teachers can strengthen inclusive teaching by:
Giving clear instructions
Using different teaching methods
Allowing appropriate time for activities
Identifying barriers to learning
Adapting tasks where suitable
Working with school support structures
Teachers should recognise when additional assistance is needed.
However, they should not attempt to diagnose medical or developmental conditions outside their professional responsibilities.
The goal is to create a respectful learning environment where every child has an opportunity to participate.
Skill 4: Teaching in Multilingual Classrooms
South Africa has many official languages.
Some learners speak a different language at home from the language used for classroom teaching.
This can affect how they understand instructions, questions and subject content.
Mother tongue-based bilingual education is one of the areas receiving attention in South Africa's education reforms.
It aims to support learning through home languages while developing skills in additional languages.
Teachers can help learners by:
Explaining difficult words clearly
Using pictures and practical examples
Checking understanding regularly
Encouraging appropriate classroom discussion
Respecting learners' home languages
Building subject vocabulary
The introduction of bilingual teaching approaches may differ between provinces, grades and schools.
Teachers should follow the relevant curriculum and official guidance.
Skill 5: Classroom Assessment and Feedback
Assessment helps teachers understand what learners have learned and where additional support may be needed.
It does not always require a formal test.
Teachers can check understanding through short activities, questions, discussions and practical tasks.
For example, after a Mathematics lesson, learners could complete three short questions.
Their answers may show whether the class understands the topic or needs another explanation.
Useful feedback should tell learners:
What they did well
What needs improvement
Why an answer was incorrect
How they can improve next time
Teachers can also review assessment results to identify topics that many learners find difficult.
Practical tip: Use mistakes as opportunities to improve learning rather than only focusing on marks.
Skill 6: Digital Teaching and Responsible Technology Use
Digital skills are becoming increasingly useful in education.
Teachers may use technology to prepare lessons, organise teaching materials, access resources and communicate professionally.
The Department of Basic Education has developed a Professional Development Framework for Digital Learning.
The framework focuses on helping teachers use digital resources to support curriculum goals.
Useful digital skills include:
Creating and organising teaching documents
Finding reliable educational information
Preparing suitable digital activities
Using approved communication platforms
Checking online information for accuracy
Protecting confidential learner records
Artificial intelligence may also help teachers prepare initial drafts of worksheets and classroom activities.
However, AI-generated information can be incorrect.
Teachers must review the content and ensure it meets curriculum requirements.
Technology should support good teaching, not replace the teacher's professional judgement.
Skill 7: Professional Collaboration and Reflection
Teachers can learn valuable lessons from their colleagues.
Working together allows educators to share ideas, discuss challenges and improve classroom methods.
For example, teachers working with the same grade could discuss:
Topics learners struggle to understand
Reading activities that have worked well
Classroom management challenges
Assessment methods
Ways to support learners who need additional help
Professional Learning Communities (PLCs) provide opportunities for educators to learn together.
Reflection is equally important.
After teaching a lesson, teachers can ask themselves:
What worked well?
What did learners find difficult?
Did the activity meet the learning goal?
What could I improve next time?
Small changes based on these reflections can support ongoing professional growth.
4. What Is SACE Continuous Professional Teacher Development?
The South African Council for Educators (SACE) plays an important role in professional standards and teacher development.
Its Continuous Professional Teacher Development system, commonly known as CPTD , encourages educators to continue developing their professional skills.
SACE's published guidance describes a three-year professional development cycle with a target of at least 150 Professional Development points .
Professional development activities may include:
Teacher-initiated learning
School-based professional learning
Appropriately recognised external development activities
However, not every activity automatically qualifies for CPTD points.
Teachers should check their individual cycle, current reporting requirements and the recognition of specific activities through official SACE channels.
Professional development should not become only an exercise in collecting points.
Its main purpose is to strengthen professional practice and support better teaching.
5. Where Can South African Teachers Find Professional Development Support?
Teachers can begin by exploring official resources and existing professional support structures.
Department of Basic Education Resources
The DBE provides teaching guidance, curriculum information and professional development materials.
Teachers can use these resources to strengthen classroom practice and better understand education priorities.
District Teacher Development Centres
District Teacher Development Centres provide opportunities for educators to access resources and professional support.
They may also host training activities and professional learning discussions.
Availability and services can differ between districts.
Subject Advisers and Experienced Colleagues
Subject advisers and experienced educators can help teachers identify practical solutions to classroom challenges.
Professional discussions are often most useful when they focus on a specific teaching problem.
SACE Professional Development Information
SACE provides information about professional development requirements and recognised activities.
Teachers should check its official guidance before recording or claiming CPTD points.
6. Protecting Learner Information During Teacher Development
Teachers often discuss classroom challenges, assessment results and learner support needs during professional development.
However, learner privacy must remain a priority.
South Africa's Protection of Personal Information Act (POPIA) provides safeguards for personal information, including information relating to children.
Teachers should:
Avoid sharing identifiable learner records unnecessarily.
Use fictional or anonymised examples where appropriate.
Keep assessment and learner information secure.
Follow school and departmental privacy procedures.
Avoid entering confidential learner information into unapproved digital tools.
Professional learning should strengthen teaching without exposing children's private information.
7. A Simple Four-Week Teacher Development Plan
Professional growth can begin with one small goal.
Week 1: Identify a Teaching Challenge
Think about your daily teaching responsibilities.
Choose one skill you want to improve.
For example, you may want to strengthen reading comprehension activities or classroom assessment.
Week 2: Explore a Reliable Resource
Use an official teaching guide, curriculum document or professional support resource.
Identify one practical method that could help with your chosen challenge.
Week 3: Apply What You Have Learned
Try the new approach in your classroom.
Observe how learners respond and whether the activity supports the lesson goal.
Week 4: Reflect and Improve
Consider what worked and what needs changing.
Discuss your experience with a trusted colleague or subject adviser.
Choose your next development goal.
This approach helps turn professional learning into everyday classroom improvements.
8. Teacher Development Checklist for 2026
Use this checklist to review your professional growth:
I understand my current teaching strengths and skills gaps.
I am improving my literacy or numeracy teaching where relevant.
I use suitable methods to support different learner needs.
I consider language differences when explaining concepts.
I use assessment results to improve my lessons.
I am developing responsible digital teaching skills.
I share ideas and experiences with colleagues.
I reflect on my classroom practice.
I protect learner information.
I check current SACE professional development guidance.
9. Official Sources and Further Reading
Teachers can use the following official sources:
Department of Basic Education — 2026 Budget Vote and Education Priorities
Department of Basic Education — Teacher Appreciation Month 2026
Department of Basic Education — Teacher Development Resources
Department of Basic Education — Teacher Development Centres
Department of Basic Education — Professional Development Framework for Digital Learning
South African Council for Educators
Information Regulator of South Africa
Final Thoughts: Stronger Teachers Support Better Learning
Teacher development in South Africa is an important part of improving education quality.
The 2026 focus on literacy, numeracy, inclusion and professional learning shows why educators need continued support.
However, professional growth does not have to happen all at once.
Small improvements in lesson planning, assessment, communication and teaching methods can help teachers respond more effectively to learners' needs.
The most important step is to identify a skill that needs improvement and take practical action.
Your next step: Choose one teaching skill you want to strengthen, explore a reliable educational resource and create a simple plan to apply what you learn.
Disclaimer
This article is published by Custom Group Training Solutions (CGTS) for general educational and informational purposes. While reasonable care is taken to ensure accuracy, government regulations, procedures, deadlines and administrative requirements may change without notice.
Readers are encouraged to verify important information directly with the relevant government department or relevant institution before making decisions. CGTS accepts no responsibility for decisions made solely in reliance on information that has become outdated or inaccurate, to the extent permitted by law.
CGTS is not affiliated with the Department of Basic Education or SACE and does not determine teacher registration or professional development requirements.