This paper discusses the differential distribution of opportunities for professional development of science teachers in post-apartheid South Africa. It is argued that northern/western ideas about teacher change and development are poorly suited to modelling practices and challenges for those who were historically disadvantaged. The environment in which teachers work-physical, social and political-act to select a more limited repertoire of behaviour than those providing in-service might imagine. The paper proposes that evolutionary ideas on teacher change and development offer a more effective model of the constraints under which teachers work. These ideas have general application to educational systems in sub-Sahara n Africa. The implications for policy are a need to research current practices more thoroughly and to facilitate change through modest steps.
The Minister of Health in India recently called for improvements in nursing education. Introducing nursing education on simulation as a teaching method in India and globally to improve self-efficacy among teachers is an example of a strategy towards meeting this call.
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