Previously disadvantaged schools still face challenges with the recruitment of competent and willing teachers to work in these schools. As a result, the department of education employs novice and out-of-field teachers to teach learners in schools that have a shortage of teachers, such as previously disadvantaged schools. These teachers need to be assisted to improve their subject knowledge by others through professional development workshop by experts in the subject. A qualitative research method was used to collect data from five novice and out-of-field physical science teachers from five township schools using online individual interviews. Semi-structured questions were used to collect data through Microsoft Teams. Data was analysed thematically. Findings of the study revealed that there is professional support offered to novice and out-of-field teachers through professional developments workshops, but because of huge content and pedagogical content knowledge gaps, these were not enough. In addition, while physical science is offered from grade 10-12, more support was offered for grade 12 content through professional development workshop than for grade 10 and 11. The lack of sufficient support frustrated and demotivated some teachers, especially with the added pressure to produce good physical science results. This study recommends more support for all grade 10-12 physical science teachers through onsite professional development programs such as mentoring and professional learning communities that focus on content and pedagogical content knowledge in the subject, in addition to professional development workshops provided by subject specialists.

Keywords: Novice, out-of-field, physical science teachers, previously disadvantaged schools, professional development workshops.