Perceptions of English first additional language teachers on in-service training for integrating digital skills in rural schools

Abstract

There is a lack of digital skills in rural primary schools in South Africa. While technology integration is widely promoted, there is a notable research gap concerning the training of in-service English First Additional Language (EFAL) teachers in rural settings. This study explored the perceptions of Intermediate Phase EFAL teachers regarding in-service training on digital skills in the rural primary schools of the Mogodumo Circuit, Limpopo. The study was grounded in an interpretivist paradigm and informed by a professional learning conceptual framework. It employed a qualitative descriptive case study approach, using semi-structured interviews to generate data. Purposive sampling was used to select ten EFAL teachers from six primary schools, comprising six males and four females. The thematic method was employed for data analysis. The study found that digital in-service training was transformative for rural EFAL teachers, enhancing their confidence and digital teaching skills despite infrastructural challenges. Teachers highlighted the value of combining traditional and digital methods, collaborative learning, and using digital tools to support inclusive education, particularly for visually impaired learners. It is concluded that teachers’ perceptions provide valuable insights into the realities of rural education and can guide more effective, context-specific professional development. The study recommends further research into context-responsive digital training models and the pedagogical impact of inclusive technologies, while also calling for continuous, practical in-service training and collaborative, inclusive teaching strategies. This study contributes to the existing body of knowledge by providing a model for designing effective professional development in under-resourced rural contexts.