Abstract:
This article presents the findings of the initial phase of an ongoing exploratory study that responds
to a national imperative, to create teacher-initiated professional learning communities (PLCs), to
improve the professionalism and capabilities of South African teachers. The overarching goal of
the study is to understand how an emergent PLC in the form of an online Google Group for South
African geography educators may enhance geography education and teacher professional
development. The contributions made to the Southern African Geography Teachers Network
Google Group over a six-month period were analysed and categorized according to themes and
topics in the Grade 10, 11 and 12 Curriculum and Assessment Policy Statement (CAPS)
curriculum. The findings, in shedding as they do, light on the curriculum sections receiving the
most and least contributions, raise more questions than they provide answers. Areas requiring
further research are identified. Our main contention is that the emergent PLC enabled through the
Google Group offers exciting possibilities for teacher professional learning. As a bottom-up,
online, easily accessible initiative, unrestricted by time or place constraints and with a growing
membership, it may play an important role in enhancing the quality of teaching and learning in
South African school geography.
